THE ROLE OF DAILY ROUTINES IN PRAGMATIC DEVELOPMENT EDUCATION FOR PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDER: A REVIEW
DOI:
https://doi.org/10.18173/2354-1075.2026-0082Keywords:
pragmatics, autism spectrum disorder, review, daily routines, inclusive preschoolAbstract
This study employs a narrative review design, while drawing on systematic search and screening procedures, to analyze 16 international studies on the role of daily routines in supporting pragmatic development in preschool children with autism spectrum disorder. The selected studies were identified based on criteria related to age range, focus on pragmatic components, and naturalistic activity contexts. The findings indicate that daily routines, characterized by natural, repetitive, and structured activities, provide diverse contexts for language use, thereby supporting the development of pragmatic skills. Four main roles are identified: enhancing participation in meaningful interaction, supporting the adjustment of language use across contexts, promoting the use of language to achieve specific purposes, and providing varied contexts for language application. This review contributes to synthesizing existing evidence and clarifying the relationship between features of daily routines and different aspects of pragmatic development. It also suggests implications for organizing inclusive early childhood education practices tailored to children with autism spectrum disorder.
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