Improvement ways of the development of visually impaired preschool children

Abstract

Visual deprivation at the pre-school period can directly or indirectly influence almost all development areas of a child. In planning early pedagogical assistance, and educational and corrective work, it is necessary to pay attention to those functions and abilities in whose development the role of visual experience is most important and most decisive. Providing a timely typhlological support for visually impaired children and their parents has a valuable role in creating a sensually consequent environment. Owing to a expert involvement of typhlodidactically designed visual training packages, of tactile and kinesthetic training materials, toys, and household objects in games and daily activities with a child, it is possible to create such an environment. It is hereby important to bear in mind that the activation of perceptive modalities must be in accordance with cognitive and mobile development, in order for the child to leave the position of a passive subject, the subject that receives, and take the position of the subject playing the active role in his/her development. .

Vizuelna deprivacija u predškolskom periodu može direktno ili indirektno negativno uticati na gotovo sve oblasti razvoja deteta. U planiranju rane pedagoške pomoći, vaspitno-obrazovnog i korektivnog rada neophodno je obratiti pažnju na one funkcije i sposobnosti u čijem razvoju je uloga vizuelnog iskustva najprisutnija i najvažnija. Obezbeđivanje pravovremene tiflološke podrške deci oštećenog vida i njihovim roditeljima ima dragocenu ulogu u stvaranju čulno doslednog okruženja. Zahvaljujući znalačkom uključivanju tiflodidaktički dizajniranih paketa za vizuelni trening, materijala za taktilno-kinestetički trening, igračaka i predmeta iz domaćinstva u igre i svakodnevne aktivnosti sa detetom moguće je stvoriti ovo okruženje. Pri tome je veoma važno imati na umu da aktiviranje perceptivnih modaliteta mora biti usklađeno sa kognitivnim i motornim razvojem kako bi dovelo do toga da dete iz pozicije pasivnog subjekta, koji prima zauzme poziciju subjekta koji igra aktivnu ulogu u svom razvoju. .