Understanding the practice of self-management friendship relationships in young children with autism: a qualitative study in chinese public kindergartens

The peer interactions of children with autism have received attention, but few studies have focused on the behavior of preschool children with autism to independently manage friendship relations, and the internal and external reasons that determine these behaviors. Qualitative data on the autonomy in managing friendship practices of 12 young children with autism enrolled in public kindergartens in China were analyzed. The results suggested that young children with autism showed different attitudes and ways of friendship management in different situations, and four factors might play important roles in their friendship management: (a) children’s personality and temperament types, (b) children’s motivation and goals, (c) children’s ability status, and (d) school rhythm arrangement and role guidance. The core of the four factors is children’s motivation and goals, that is, children with autism tend to choose peers they think are appropriate for interaction and active management. Therefore, teachers should configure environmental support in a way more suitable for children’s learning rhythm, and respect their independent thinking and choices in a way consistent with their social ecology. The study enriches environmental support strategies to promote peer relationships in inclusive settings with a focus on supporting autonomy for children with autism. These findings could guide the development of autonomous interventions for children with autism to better meet their needs and have enlightening significance for caregivers, practitioners and researchers seeking to support the friendship experience of children with autism.