Music Therapy as a Method in the Therapy of a Child on the Autism Spectrum from the Perspective of Preschool Education Teachers

Abstract

The article addresses the issue of using music therapy as a method to support the development and therapy of a child on the autism spectrum from the perspective of preschool teachers. The aim of the article is to show the possibilities of using musical activities in working with children on the autism spectrum and to learn about teachers' opinions on their effectiveness and significance for the child's functioning. The article presents the basic assumptions of music therapy and its potential impact on the development of communication, social, emotional and motor competences of children. Particular attention was paid to the experiences and observations of preschool teachers who use music, singing, rhythmization, movement to music and instruments in their daily work. The subject of the research are the opinions of preschool education teachers about music therapy as a method of therapy for a child on the autism spectrum. The diagnostic survey method was used in the research process. The level of professional promotion of the teacher and the experience in working with a child on the autism spectrum were taken into account as independent variables. The analysis of teachers' perspectives indicates that properly selected forms of musical activity can be a valuable complement to therapeutic and educational influences, conducive to the activation of the child, building relationships and developing their individual capabilities. Music therapy can therefore be seen as a method supporting comprehensive interventions undertaken towards children on the autism spectrum in the preschool environment.