Development Of Communication Skills Research Articles

КОМБИНИРОВАННЫЙ ПОДХОД ДЛЯ РАЗВИТИЯ КОММУНИКАТИВНЫХ НАВЫКОВ У МЛАДШИХ ШКОЛЬНИКОВ

The development of communication skills in primary school students is an integral part of the child's adaptation to society. In our work, we explored the possibility of combining gaming technology with the preparation of conference materials and presentation of a report. As a result, positive dynamics of such communication skills as the ability to enter into a dialogue on time, the ability to maintain a dialogue, the ability to end a conversation and the ability to navigate a communication situation were noted.

ВПЛИВ ЕМОЦІЙНОГО СТАВЛЕННЯ В СІМ’Ї НА АДАПТИВНІ ВЗАЄМОСТОСУНКИ БАТЬКІВ ТА ДІТЕЙ СТАРШОГО ШКІЛЬНОГО ВІКУ

In the article we showed, that the family, as a small group, created for its members such conditions for emotional manifestations and satisfaction of emotional needs that enable a person to feel that he belonged to society. The family differs from other small groups in the diversity, depth and duration of the ties that unite its members. It is these characteristics of the family that make it indispensable in raising the younger generation, since they provide a long-lasting, deeply emotional and multifaceted influence on the formation of the child’s personality. We justified, that the child’s experience of his/her place in the family, the child’s interaction with the family as a whole and with its individual members was associated with the interpersonal relationships that existed in it. We proved, that the analysis of the “family-child” relationships was expressed by us in the assessment of the following orientations: interpersonal aspects of family interaction and the characteristics of communication of its members; the importance of personal criteria (motives, needs, self-awareness); attitudes, relationships of family members. Living in a family, a child accumulates a lot of experience in interpersonal relationships. Correctly or distortedly, he perceives how his parents treat him/her, as they avoid him/her, are dissatisfied with the child, recognize his/her autonomy, or infringe on him/her, how kindly they treat the child. Over time, children realize how loved and significant they are to their parents. Our researches show that a child’s body and his/her psyche feel a constant need for positive emotional support from parents. The nature of emotions greatly affects the child’s health, determines his/her vitality, attitudes to the world around a child. The influence of positive emotions reduces the child’s excitement, ensures the normal functioning of his/her body’s functional systems. It has been proven that under the conditions of long-term exposure to a traumatic nature, negative emotions inevitably are arisen in a child. This fact complicates the course of the child’s mental development: it makes it difficult to establish adaptive interpersonal relationships with others, prevents him/her from mastering new adaptive social roles, the development of communication skills and possibilities of interpersonal interaction. Adaptive family relationships between the family and the child’s side can shape the child’s positive outlook on the world and on himself/herself. However, these same officials, but with other psychological changes, can facilitate low self-esteem of children, distrust of others. In such a way, the emotional situation in the family directly flows into the adaptive mutual relationships between fathers and children of high school.

Determinants of Domestic Violence during Pregnancy: A Case-Control Study

Background: Due to the importance of the issue and the fact that up-to-date studies in this topic have not been conducted in Yazd city, the present research was conducted to investigate and determine the intensity and frequency of domestic violence among pregnant women. Methods: This was a cross-sectional and descriptive study and sampling was done by simple random method. pregnant women referred to health centers in Yazd in 2021 participated in the study. For the study, 246 pregnant women were selected from 3 health centers in Yazd city in 2021. The tool used for the study was the standard questionnaire known as the Revised Conflict Tactics Scales (CTS2). This questionnaire was utilized to assess domestic violence, measures of dispute resolution, and demographic characteristics. After inputting the data into the SPSS version 26, Mann-Whitney and Kruskal-Wallis non-parametric statistical tests were used for data analysis. Results: The results showed that the average age of women was 31.47 ± 7.68 with a minimum age of 17 and a maximum of 55. The severity and frequency of the types of violence were measured, and the types of violence in the extreme state related to physical, mental, sexual, and verbal violence and resulting in physical injury were found to be 10%, 25%, 7%, 10%, and 19% respectively. Violence against pregnant mothers showed a significant relationship with the economic status of the family, the age of the mother's marriage, the education level of the parents, and the duration of their marriage (p<0.001). One of the most important variables affecting the severity and frequency of violence against pregnant women was the economic status of the family (p<0.001). Conclusion: The findings of this study show a connection between education level, economic status, and the prevalence of domestic violence. It is suggested to prioritize the development of diverse communication and problem-solving skills, as well as education related to family behavior on a wider scope.

Development of Research Skills in Students of Pedagogical Science in the Communicative Method of Teaching

Research abilities of students of pedagogical university are an integral quality of personality, which is expressed in the recognition of the value of such activity, in the possession of the methodology of investigative work, in the formation and development of the ability to investigative work, in solving investigative problems and their use in further professional activity. The article provides evidence of the importance of the development of communication and research skills as a guarantee of successful training of student teachers. The authors provide key skills of scientific-research and communicative approach of teaching.

LEADERSHIP AND BUSINESS COMMUNICATIONS IN THE MINDS OF STRATEGIC MANAGEMENT

This article examines the key role of leadership in the formation and maintenance of effective business communications in organizations. The authors emphasize that in the conditions of constant changes in the business environment and growing competition, strategic management requires leaders not only to have managerial skills, but also to have high communication skills. The article analyzes how different leadership styles affect internal communication processes, determining how leaders can create an open and supportive communication environment. It emphasizes the importance of interaction between the leader and the team, as well as between management and external stakeholders such as customers, suppliers and partners. The authors also consider the challenges faced by leaders in the context of digitalization and globalization, and offer recommendations for developing communication skills. The article emphasizes the need to adapt communication strategies to changing market conditions, which allows organizations to be more flexible and competitive. In addition, the article provides examples of successful leadership practices that demonstrate how effective communication can be the key to the success of strategic initiatives. The authors argue that the integration of leadership and communications into an organization's strategy is a key factor in achieving long-term goals and improving the overall effectiveness of management processes. Contemporary challenges faced by leaders in the context of globalization and digital technologies, as well as their strategies for adapting to changes, are separately considered. The intercultural style of leadership in the context of any culture is considered, which provides an opportunity to analyze existing values ​​and approaches to leadership. It has been proven that further research is needed: cross-cultural barriers in communications; the influence of cultural norms on leadership styles; the role of emotional intelligence in leadership communications; strategies for adapting strategic management to different cultural contexts.

LINGUISTIC AND DIDACTIC BASIS FOR THE DEVELOPMENT OF FUTURE DOCTORSʼ SPEAKING COMPETENCY

The article defines the content of the concept of “future doctorʼs speech competence” as an integral quality of a medical student, which is manifested in the general ability and readiness to use language means, the laws of their functioning for the construction and understanding of speech utterances in the context of professional activity of doctors; the linguodidactic principles of development of future doctorsʼ speech competence are substantiated. These include the laws of mother tongue acquisition that contribute to the intensive development of communicative and linguistic skills; general didactic and specific principles that determine the direction in the development of means of developing linguistic skills; forms, methods and techniques that correspond to the main forms of work in higher education; teaching aids, the use of which affects the effectiveness of the content of education. It is noted that the development of future doctorsʼ speech competence can be carried out using the following methods of language teaching: oral presentation by the teacher (narration, explanation, lecture), conversation, work with a textbook, observation and analysis of language phenomena, exercise method, programmed learning and interactive methods. The following interactive learning methods have become valuable for the development of medical students’ language competence: work in small groups, imitation, simulation, discussion, microphone, talk shows, rotating groups. All these methods combine into one whole the activities of the teacher and students, which are aimed at improving language knowledge, developing communicative and speech skills, allow to manage studentsʼ cognitive activity productively and realize educational, educational, developmental, motivational, control and correctional functions of learning in a higher education institution

Corporate Technology for the Implementation of an Automated System: Functional, Technological and Methodological Aspects

The purpose of the study is to form a methodological justification for the pedagogical model of the individual trajectory of professional development of bachelors and masters for the implementation of the stages of creating an automated system based on the principles of continuity and experimental verification of its application in the educational process of the university in accordance with the requirements of IT departments, vendors and employers. It is shown that there is a gap between the socio-economic order for the training of IT specialists with high professional competence in the field of information systems and the insufficient level of targeted formation of their readiness to implement the stages of creating automated systems. In addition, the lack of methods and practical recommendations for the implementation of such systems in the context of maximum preservation of corporate standards and taking into account the requirements of Russian legislation, as well as specialists competent in these matters, determined the feasibility of conducting the study in two aspects - functional-technological and pedagogical.Methods and materials. The key methods are structural-functional and process modeling, interactive methods of organizing the educational process (project method, etc.). The research materials include a functional model for developing a corporate technology for implementing an automated system in the form of a function tree.Results. The results present a model of causes and factors determining the success of the projects for the implementation of the automatization systems. The role of the factor “qualification of the performing team” and the possibilities of the educational environment of the university to influence this factor are considered. The pedagogical aspect of the research problem is determined by the methodological justification for conducting students’ project work within a number of disciplines for training bachelors and masters in the field of “Applied Informatics”. The description of the structure and requirements for students’ projects gives an idea of the level of formed competencies, their consistency with the work functions of specialists in the field of information systems.Conclusion. At this stage of work on the research problem, its dual nature was determined. On the one hand, modern IT projects require their own technologies and management methodologies, which should change from project to project, so it is important to have practical recommendations for the development of corporate technology for the implementation of an automated system. On the other hand, one of the success factors of the project for the implementation of an automated system is the “Project Implementation Team”, its level of qualification. This factor is successfully determined and influenced by educational institutions responsible for training specialists in this field. In this direction, the project method plays a key role. It ensures the development of communication skills, the ability to independently pose a problem and develop a way to solve it together. Methodological aspects and practical results, generalizing the pedagogical model for training bachelors in the field of creating automated systems presented in the paper, as well as the development of corporate technology for the implementation of information systems, were reflected in three electronic multimedia educational publications: “Portfolio of Software Engineering Projects”, “Theory and Practice of IS Implementation”, “Theory and Practice of IS Maintenance”.

The development of critical thinking, team working, and communication skills in a business school–A project-based learning approach

This study presents a Project-Based Learning (PBL) approach – the Multidisciplinary Project I course (MPI) - conceived to improve critical thinking skills of first-year business students while also mobilizing teamwork and communication skills. The main goals are to 1) describe the methodological PBL approach of MPI and 2) analyze changes in critical thinking, team working, and communication skills during the semester (pre- and post-test) by comparing management and economics students enrolled in MP1 (n= 946) to a control group (n= 210) including students from other courses. Our findings show that, at the end of the semester, MPI students reported a greater reduction in their critical thinking difficulties and communication apprehension and improvements in teamwork skills. This study provides evidence supporting the inclusion of PBL approaches to promote skills in business students that can be transferable to real-world settings.

Результаты исследования уровня развития коммуникативной сферы курсантов - будущих психологов органов внутренних дел

The need to improve the development of communication skills and abilities of psychologists in the educational organization of the Ministry of Internal Affairs of Russia is due to the low level of development of the communicative sphere of the personality of graduates. This is confirmed by the empirical research data presented in the article. At the same time, there are no tools for monitoring the development of this area and taking into account the personality characteristics of students in the implementation of the relevant disciplines of the educational program. As practice shows, the educational process is traditionally implemented within the framework of several basic disciplines aimed at developing competencies related to the communicative sphere of personality. At the same time, the initial level of development of communicative abilities and personality traits of students are not taken into account. In addition, the assessment of the development of the graduate's communicative sphere based on the results of the implementation of the relevant disciplines is not carried out. The article proposes an approach to the use of the developed universal scientific and methodological apparatus aimed at the development of psychologists in the process of their professional training by changing their communicative sphere, taking into account the characteristics of their personality.

The Use of Interactive Teaching Methods in Educational Institutions

The article is dedicated to the study of the use of interactive teaching methods in educational institutions and their impact on the effectiveness of the learning process. In the context of dynamic changes in society and the rapid development of information technologies, the education system requires new approaches to teaching that foster active student engagement and the development of critical thinking, creative abilities, and communication skills. Interactive teaching methods, which involve dialogic interaction between participants in the educational process, open new opportunities for improving the quality of knowledge acquisition and the development of practical skills among young people. The article analyzes theoretical and practical approaches to the implementation of interactive methods in the educational process. In particular, various forms of interactive work are considered, such as group and paired activities, discussions, role-playing games, problem-based learning, and the use of interactive technologies (multimedia tools, online platforms), among others. Special attention is given to methods that enhance learning by promoting student collaboration, teamwork skills, decision-making under uncertainty, and problem-solving abilities. The article also emphasizes the advantages of interactive methods compared to traditional teaching approaches. It has been found that interactive learning leads to deeper comprehension of the material, increases student motivation, reduces passivity in the learning process, and develops the ability to apply knowledge in practice. However, it also highlights the need to adapt interactive methods to specific educational conditions and student populations, as well as the importance of adequate teacher preparation. The article provides recommendations for the effective use of interactive methods in the educational process, including the integration of interactive technologies in school and higher education, teacher professional development, and the incorporation of modern information technologies.

Diagnostic Safety: Needs Assessment and Informed Curriculum at an Academic Children's Hospital.

Diagnostic excellence is central to healthcare quality and safety. Prior literature identified a lack of psychological safety and time as barriers to diagnostic reasoning education. We performed a needs assessment to inform the development of diagnostic safety education. To evaluate existing educational programming and identify opportunities for content delivery, surveys were emailed to 155 interprofessional educational leaders and 627 clinicians at our hospital. Educational leaders and learners were invited to participate in focus groups to further explore beliefs, perceptions, and recommendations about diagnostic reasoning. The study team analyzed data using directed content analysis to identify themes. Of the 57 education leaders who responded to our survey, only 2 (5%) reported having formal training on diagnostic reasoning in their respective departments. The learner survey had a response rate of 47% (293/627). Learners expressed discomfort discussing diagnostic uncertainty and preferred case-based discussions and bedside learning as avenues for learning about the topic. Focus groups, including 7 educators and 16 learners, identified the following as necessary precursors to effective teaching about diagnostic safety: (1) faculty development, (2) institutional culture change, and (3) improved reporting of missed diagnoses. Participants preferred mandatory sessions integrated into existing educational programs. Our needs assessment identified a broad interest in education regarding medical diagnosis and potential barriers to implementation. Respondents highlighted the need to develop communication skills regarding diagnostic errors and uncertainty across professions and care areas. Study findings informed a pilot diagnostic reasoning curriculum for faculty and trainees.

The Role of Village Apparatus Communication in an Effort to Improve the Quality of Community Services

The Role of Village Officials' Communication in Efforts to Improve the Quality of Public Services in Sifalaete Village, Gunungsitoli Idanoi District, Gunungsitoli City. This study aims to analyze the role of communication among officials in Sifalaete Village, Gunungsitoli Idanoi District, Gunungsitoli City, and to determine the quality of public services in Sifalaete Village, Gunungsitoli Idanoi District, Gunungsitoli City. To achieve these objectives, the researcher processed the data using qualitative descriptive methods, utilizing in-depth interviews as the instrument and employing purposive sampling techniques, which involved questioning one key informant and six supporting informants. Based on the analysis, the following conclusions can be drawn: The research findings indicate that village officials' communication plays a crucial role in enhancing the quality of public services. The findings highlight the importance of effective interpersonal communication, transparency, and community participation in decision-making processes. These research findings have significant implications for the development of strategies and policies to enhance the quality of public services at the village level. Recommendations are provided to improve training and development of communication skills for village officials, strengthen communication-oriented leadership, and enhance organizational support to facilitate effective communication between village government and the community.

Blended Learning to Enhance Productive Skills

Blended learning, an educational strategy that blends traditional face-to-face teaching with online learning components, provides a dynamic way to improve productive skills like speaking and writing. This hybrid model takes advantage of the qualities of both in-person interactions and digital resources, allowing students to benefit from the rapid feedback and personal engagement of classroom settings while having access to various flexible online tools. Blended learning promotes more personalized and effective communication skill development by incorporating interactive digital platforms, virtual practice opportunities, and automated feedback mechanisms. This technique fits various learning styles and paces and gives a more comprehensive, adaptable educational experience. Finally, blended learning fosters enhanced mastery of productive skills, giving learners the confidence and aptitude to communicate in varied circumstances successfully.

Changing Teacher Practices and Perceptions and Improving Student Communication Outcomes Through Shared Reading

Shared reading is a powerful literacy intervention for the development of early communication and literacy skills. For students with extensive support needs who are beginning communicators, shared reading has the potential to support the development of initiation and expressive symbolic communication skills. This descriptive, multicase, mixed methods study investigated changes in teacher shared reading practices and perspectives, as well as the communication skills of students with extensive support needs associated with completing professional development focused on a responsive and interactive approach to shared reading. The sample included four classroom teachers and 13 students with extensive support needs in one rural, public elementary school. Teachers increased their use of targeted interactive shared reading practices from 50% to 90%. Students increased the number of expressive communication skills they exhibited ( p = .031, r = .60), as well as the highest level of their symbolic communication ( z = 2.16, p = .031, r = .60). Thematic analysis of teacher interviews identified shifts in their perceptions of their role, expectations, and ability to support student communication development during shared reading, which converged with the changes noted from fall to spring during observations of teacher practice and students’ communication skills during shared reading.

ISSUES OF FORMATION OF PROFESSIONAL FOREIGN LANGUAGE COMPETENCE OF STUDENTS IN THE CONTEXT OF CONVERGENCE OF FORMAL AND NON-FORMAL EDUCATION

This article considers the peculiarities of theformation of students' professional foreign language competence in the conditions of convergence of formal and non-formal education. The necessity of integration of formal and non-formal education in foreign language education is substantiated. The role and significance of formal education provided by educational institutions and non-formal education carried out outside educational institutions in the formation of students' professional foreign language competence is analyzed. Special attention is paid to the interaction of these two forms of education and their influence on the development of students' linguistic and communicative skills. One of the main objectives of the study is to identify the educational needs of students in the conditions of formation of their professional foreign language competence. As aresult of the study, the authors made conclusions that the majority of students consider it appropriate to integrate formal and non-formal education, as it will allow them to master additional competencies and increase their motivation for learning. Thus,in conclusion, the authors of the article summarise the results of the study and draw conclusions about the significance of theinteraction between formal and non-formal education for the formation and improvement of students' professional foreign language competence.

Professional Training of Future Teachers of Physical Culture for Animation Leisure Activities

The purpose of the study is to determine the need for professional competencies development for future teachers of physical culture in the field of animation leisure activities, taking into account modern educational requirements and trends. The research methodology for preparing future teachers of physical education for animation leisure activities includes several key methods and approaches. One of the main methods is the analysis of scientific literature, including the study of existing research papers, articles, and monographs related to the professional training of future teachers of physical education for animation activities. To achieve the research objectives, it is necessary to define and analyze the concepts “professional training”, “animation leisure activities”, “competence”, and other important terms. This methodology allows a comprehensive study of the process of preparing future physical education teachers for animation leisure activities. Results. It has been found that animation leisure activities play a significant role in the professional training of future physical education teachers, as they contribute to the development of professional competencies, creativity, and communication skills. This concept encompasses various activities and actions that help students not only master the methods of organizing leisure activities but also develop the ability to engage others in an active and healthy lifestyle. Conclusions. Animation as an educational component can make a school lesson more engaging through various methods, forms, and means. Animation can be fully applied as a creative learning activity that develops learners’ potential while also encouraging them to challenge current social issues. Animation is viewed not only within the context of leisure but also as an opportunity to be applied in the educational practice of modern education.

Implementasi Model Project Based Learning Menggunakan Mind Map terhadap Keterampilan 4C Geografi Siswa Kelas X Fase E SMAN 15 Padang

Geography, as a discipline that studies the interaction between humans and the environment, as well as physical phenomena on Earth, plays an important role in developing 4C skills (Communication, Collaboration, Critical Thinking, and Creativity). However, many students still face challenges in applying 4C skills in geography learning. These challenges include a lack of student participation, as seen from their minimal involvement in class discussions, which hinders the development of communication and collaboration skills. This issue is often caused by low self-confidence or insufficient understanding of the material. Additionally, students frequently struggle with critical thinking, particularly in identifying and analyzing complex geographical problems. The method used in this research is descriptive qualitative, with the subjects selected using purposive sampling, resulting in a sample of Class X Phase E 8. Data collection was carried out using assessment rubrics in terms of attitudes, knowledge, and skills to evaluate student activities in creating Mind Maps. The results of this study show that the assessment of Mind Mapping, using the Project-Based Learning model, yielded an overall average score of 81.72, categorized as good, and positively impacted the development of students' 4C skills. Students demonstrated creativity (C6) by creating Mind Maps, which reflect their ability to think critically and creatively, core aspects of Higher Order Thinking Skills (HOTs). Furthermore, they showed improved communication and collaboration abilities in learning, thus achieving the 4C skills.

Examining the personal growth of college teacher educators through the lens of human development ecology: An approach utilizing artificial neural networks (ANNs) modeling

College teacher educators play a crucial role in improving teaching quality and have a significant impact on educational development. They must engage in a process of self-growth to achieve personal development, considering the interaction between individuals and their environment. This process involves deep exploration of their knowledge, skills, and attitudes, as well as an understanding of the broader institutional and cultural contexts. Through self-reflection and continuous learning, college teacher educators can foster personal growth by acquiring new teaching strategies, developing effective communication and interpersonal skills, and cultivating a reflective and adaptive teaching practice. Collaboration with colleagues, engagement with professional communities, and involvement in educational research and innovation are also essential aspects of personal growth. Creating supportive environments that facilitate the continuous development of college teacher educators is crucial for enhanced teaching quality and educational advancement. In this study, an artificial neural network (ANN) was employed to estimate the impact of changes in knowledge and skill development and reflection and continuous learning on the acquisition of new educational strategies, development of communication and interpersonal skills, and reflective and adaptive practice. The ANN's predictions indicate that increasing reflection and continuous learning has a more positive impact on acquiring new educational strategies compared to increasing knowledge and skill development alone. Additionally, when both knowledge and skill development and reflection and continuous learning are combined, it results in substantial growth in the development of communication and interpersonal skills and reflective and adaptive practice. The accuracy of the neural network's predictions was evaluated using linear regression, showing an acceptable level of error when compared to the experimental results.

FORMATION OF PROFESSIONAL COMPETENCE OF FOREIGN STUDENTS AT THE DEPARTMENT OF CHILDREN INFECTIOUS DISEASES

The article highlights the experience of professional competence formation of foreign medical students with an English-language form of education at the Department of Children Infectious Diseases of the Ivano-Frankivsk National Medical University. Traditional and interactive teaching methods used during classroom work with students are described. Professional competence involves the ability to use knowledge, skills and abilities in practice effectively. For future doctors, it includes mastering diagnostic methods, emergency situations management, and using modern technics of diagnosis and treatment. Aim. The aim is to describe and analyze methods of professional competence formation of foreign students at the Department of Children Infectious Diseases during classroom work. Research results. At the Department of Children Infectious Diseases, foreign students study children infectious diseases and elective disciplines - immunoprophylaxis of infectious diseases, clinical parasitology and tropical medicine. When teaching medical disciplines to foreign students, it is necessary to take into account their insufficient level of Ukrainian language proficiency, which is an obstacle to communicating with patients and fully mastering the method of taking anamnesis when working in the hospital near the patient’s bedside. Therefore, the teacher also plays the role of an interpreter. During practical classes control of the input level of knowledge is carried out with the use of multiple choice questions. The final level of knowledge is monitored using situational tasks. Work with the theoretical material takes place in the form of a discussion, the "round table" method with "brainstorming". The main part of the practical class is conducted at the patient's bedside in the departments of the infectious disease hospital. The teacher translates during direct communication between students and patients, corrects the techics of the examination. During classes, students receive structured mini-cases with a description of a clinical case and work in small groups. During case discussions, the teacher is liberal, ready to listen to various opinions and ways of solving a problem situation. Students of the fifth year visit lectures, during which teachers demonstrate multimedia presentations with graphs, schemes of pathogenesis, photos of patients. Combining the lecturer's comments with video information and animation greatly enhances the attention of the audience. Demonstration of clinical cases during the lecture, followed by a discussion in a dialog mode, is valuable. During the lectures, information about the epidemiological situation regarding a particular disease in the countries from which the students came is presented and discussed. Conclusion. For professional competence formation of future doctors, a combination of traditional and interactive teaching methods is effective. In the process of the professional competence formation, all its components should be taken into account: cognitive, motivational and personal. The use of the case method increases cognitive interest, promotes the development of communication skills and clinical thinking. A competent, highly qualified teacher who is fluent in English and uses modern information sources, is an active organizer and participant in the educational process.

The Experiences of Motor Skill Development in Children with Autism Spectrum Disorder (ASD) Reflected through Parental Responses.

Background/Objectives: Understanding movement development in children with autism spectrum disorder (ASD) is critical for creating effective intervention strategies. This study aims to explore parental perspectives on the movement development of children with ASD, focusing on identifying common challenges and successful strategies. The objective is to analyze the experiences of parents to highlight the most effective approaches to support motor, communication, and social skills development in these children. Methods: Using a qualitative approach, we conducted in-depth interviews with parents of children with ASD. The data were analyzed using open and selective coding to identify key themes related to movement development challenges and strategies. The analysis included cross-referencing with the existing literature to support parental insights. Results: This study identified several key themes, including communication barriers, social interaction difficulties, and the importance of personalized movement programs. Parents reported significant challenges in understanding and addressing their children's movement needs, particularly in group settings. However, activities such as water programs, music and dance, and animal-assisted therapies were found to be highly engaging. Motivation was a critical factor, with rewards and active parental involvement enhancing participation. Conclusions: This study highlights the crucial role of a supportive environment, including professional guidance and family support, in the success of movement development programs.