Longitudinal Insights into Cognitive Development in Chinese Pre-Schoolers: Evaluating Early Interventions for Autism Spectrum Disorder

Suyi Duan

University, Central Region, Singapore, 387380

Abstract

Autism Spectrum Disorder (ASD) has a significant influence on early childhood development, which underscores the global importance of prompt intervention. This research explores the cognitive development patterns of Chinese preschool children, both with and without ASD, placing particular emphasis on the role of early interventions as well as factors such as nutrition, comorbid health conditions and regional disparities. The primary objective is to examine how early diagnosis and rehabilitation efforts contribute to the cognitive advancement of pre-schoolers identified with ASD. Employing a qualitative approach, the study analysed five peer-reviewed publications using NVivo to uncover common themes. The outcomes indicate that structured programmes like TEACCH and ESDM substantially enhance language acquisition, executive functioning and social interaction abilities. Delays in cognitive development are frequently linked with deficiencies in vitamins A and D, zinc and folate. Furthermore, a delayed diagnosis and the presence of multiple health issues tend to intensify developmental challenges in these areas. The study concludes that preschool children with ASD exhibit improved cognitive capabilities when they benefit from timely interventions, adequate nutritional support and equitable healthcare services. These insights offer valuable direction for advancing inclusive early childhood initiatives in China and support the global pursuit of evidence-based inclusive education models.

Autism Spectrum Disorder, Cognitive Development, Early Intervention, Preschool Children, Nutritional Deficiencies