Psychological features of children with visual impairments. Children with visual impairment - psychological and pedagogical training. Features of activity and communication of blind and visually impaired children

A blind child perceives the world differently, uses other methods of cognition compared to sighted people. They are having restructuring of the entire system of functions with the help of which cognition is carried out. The process of mental development of children with visual impairments also becomes peculiar.

The most important mechanism in the development of a child with visual impairments is compensation. Compensation for blindness is a complex mental formation , a system of mental processes and personality traits, which is formed in the process of growth and development of the child. The ability to compensate for visual impairment is explained by the fact that the child owns several different ways of performing the same action, different ways solutions to the challenges ahead. Compensation involves using hearing, touch, smell, other senses, and speech to replace missing vision. The result of the development of a child with visual impairments depends on how successfully such a replacement is made.

Consider the general features and patterns of development of a child with visual impairments, established by various researchers (A.G. Litvak, L.I. Solntseva):

For blind children characterized by a decrease in activity, both motor and mental. For them, the lack of expression of orienting reactions to environmental stimuli is typical, and motor activity is inhibited due to frequent negative reinforcements (falls, bruises, injuries). In blind children, the need for impressions, which is the basis of the cognitive need, is impaired due to insufficient external stimulation. Blind children deal with a limited subject space, their cognitive needs are reduced, social contacts are limited. As a result, there is a reduced mood, they tend to withdraw into themselves, they are dominated by a depressed, depressed state. In children, attention suffers due to a sharp reduction in external stimuli, as the number of visual objects that cause involuntary attention, the scope of attention narrows, and the monotony of auditory stimuli quickly tires. Blind children develop an attitude to more carefully monitor their actions, develop voluntary attention as a result of the need to perceive the properties of objects that have secondary importance for the sighted.

In the development of speech, the vocabulary and grammatical structure of speech usually do not suffer. But an inevitable gap arises between the sensory perception of objects and phenomena and their designation with the help of words, that is, between the word and the image. As a result, typical for children is "verbalism" that is, the use of words and verbal expressions that are not filled with sensual tissue. How can a child understand what is high? At the same time, he can use the word “high”, repeating it after adults. Speech for children increasingly performs a compensatory function, since with the help of speech, children make up for the lack of impressions and information about the environment.

The emotional development of children suffers due to reduced ability to recognize non-verbal means of communication, which reduces the ability to imitate other people, causes difficulties in perceiving situational speech, and leads to impoverishment of one's own expression.

For visually impaired children characteristic disturbances in the development of visual perception, underdevelopment of the psychomotor sphere, delay in the formation of basic movements, weakness of objective actions. Visually impaired children need a lot of time to look at objects, to highlight them. characteristics. Visual perception has less completeness, speed, less accuracy in displaying objects, narrowing or deformation of the visual field. The underdevelopment of visual perception leads to the underdevelopment of various types of activity, visual types of thinking.

Mental development of the blind (that is, those who lost their sight after birth) of children largely depends on the length of the period of normal vision, that is, the age of vision loss. These children have a visual experience that facilitates the perception of the world around them in the absence of vision. For example, a blind child has never seen what color an apple is, and for him the color has no special significance for the perception of an apple, he could only hear that apples are red, yellow, green. And a blind child can remember what a color is and what an object of a different color can be. However, the existing representations of blind children can be erased from memory, obeying the laws of preserving and forgetting information. In addition, the later the child lost his sight, the more developed his self-regulation abilities, the need to overcome his own defect and to use compensation mechanisms.

Activity. In children, there is a decrease in motor, perceptual, cognitive activity, which is explained by a decrease in the need for impressions, insufficient development of actions to examine objects, and an unsuccessful experience of independent movement.

Attention. Due to the limited or absence of visual perception, attention has its own specific features, such as instability, lower concentration and intensity, as well as higher fatigue. Arbitrary attention is directed to those properties of objects and phenomena that are important for a blind child from the point of view of identifying objects. Arbitrary attention is necessary to control one's own actions, which weakens attention to the objects of the surrounding space. A blind person in a state of attention is characterized by a mask-like facial expression and a fixed position of the head and body, which are fixed in a position conducive to the most distinct auditory perception.

Feeling and perception. In blind children, the relationship between sensory systems is rebuilt, when touch and hearing, kinesthetic perception, vestibular, temperature and pain sensitivity come to the fore. Other types of sensations and perceptions are also used, which play an insignificant role in sighted people (orientation to the smell, to the movement of air, to the sound of steps when identifying a person, the so-called sixth sense in the blind, which consists in the sensation of an obstacle or an approaching object). Among the complex ensemble of skin sensations, the skin-optical sense stands out - the ability of the skin to respond to light and color stimuli. However, all other types of analyzers cannot replace vision, primarily because of its ability to perceive reality remotely and simultaneously. In this regard, the perception of those objects that are perceived without direct contact with them (for example, to perceive what it means “clouds are floating high in the sky”) especially suffers in children.

Visually impaired children retain the possibilities of visual perception, however, it is characterized by less completeness, lower speed and accuracy of display, narrowing and deformation of the visual field, impaired binocular vision (difficulty in perceiving perspective, worsening depth perception). Visual perception suffers especially in conditions of deterioration in the conditions of perception, a decrease in the time of observation of an object.

Speech. While maintaining the ability to perceive addressed speech by ear, the child masters the vocabulary without restrictions, however, an inevitable gap arises between the word and the image of the object, which is explained by the child’s insufficient sensory experience. Speech begins to perform an additional, compensatory function when children receive ideas about objects and phenomena on the basis of verbal explanations, maintain contact with each other, and orient themselves in the environment. Vocabulary in terms of volume in children does not differ from that of their sighted peers, however, when carefully checked, their knowledge turns out to be verbal, that is, not filled with real experience. In this case, the meaning of the word either sharply decreases, and the word remains, as it were, tied to a single feature, object, or specific situation, or the word is excessively abstracted from its specific content, thereby losing its meaning.

Sound pronunciation and mimic accompaniment of speech utterance suffer significantly, since children, when pronouncing sounds, are guided only by their auditory image and are not guided by the visual and kinesthetic images of the sounds being pronounced. Children do not see the face of another person, the movement of his lips and tongue, therefore, among the blind children of preschool and younger school age speech disorders are common.

Thinking is characterized by a slowdown in the rate of development of the processes of generalization and abstraction. essential features objects and phenomena, which complicates the process of generalization and formation of concepts. The lag in the development of visual-effective and visual-figurative thinking, directly related to the deficit of visual perception, as well as the passivity and poverty of subject-based practical experience, make it difficult to form ideas about the objects of the surrounding world. This inevitably leads to developmental delays and logical thinking which develops on the basis of visual types of thinking.

emotional development. There are inevitable difficulties in communicating with others due to the inability to determine the emotional state of a person by his facial expression, by mimic and pantomimic manifestations. The ability to correlate a speech statement with facial expressions suffers, which prevents understanding the hidden meaning of statements; the understanding of the emotional states of other people suffers, the impoverishment of the external expression of one's own speech, the lack of possession of expressive movements expressing emotional states.

Man perceives the world through touch, sight and hearing. Some children are born with pathologies of the organs of vision. This affects their ability to get to know environment and further development. For the successful adaptation of such a child in adult life, it is necessary to pay special attention to his development and upbringing.

Types of visual impairment

All visual impairments are divided into functional and organic. Functional include amblyopia (vision loss that is not optically adjustable) and strabismus, which can be corrected. Organic disorders - pathologies of the structure of the eye and other parts of the visual system. They can lead to residual vision, low vision, blindness.

According to the international classification of visual impairment, if the sharpness of the better seeing eye after optical correction is less than 0.3, then this is low vision. If visual acuity is below 0.05, then the person is considered visually impaired. If visual acuity is below 0.02, then such people are officially recognized as blind. Children with residual vision, the visually impaired and the blind study in specialized institutions.

Development features

The child's psyche is affected by the time of formation of visual pathology, its severity, the presence of concomitant diseases, the effectiveness of treatment and the situation in the family. The earlier the defect of vision appears, and the more pronounced it is, the more mental development is disturbed.

In children with visual impairment, personality formation is influenced by physiological and social factors: hypo- and overprotection, unfavorable social environment or family conditions, limited opportunity access to communication and information. It is difficult for such children to navigate in space, because of this they lead a sedentary lifestyle. This, in turn, causes muscle weakness (muscle hypotension). To develop spatial orientation skills, it is necessary to constantly train the remaining analyzers (vibration perception, hearing, tactile and skin-kinesthetic sensitivity).

A feature of the development of infants with visual impairment is the absence of a grasping reflex. Such children do not reach for objects, they begin to crawl, stand and walk late. Fearing head bruises, babies crawl with their feet forward. Their walking skill is formed 2-3 years later than their peers. The lack of a normal opportunity to explore the surrounding space sometimes causes a delay in speech development.

In many children with visual impairment, speech is normally developed, but the scope is narrowed. cognitive activity, active communication, imitation. Often the blind use many words in their speech, the meanings of which they do not know. Therefore, when teaching such children, attention should be paid to the practical use of acquired skills and knowledge, and, if possible, to use visualization.

In children with visual impairments hands are an important organ of perception of the surrounding world. Therefore, it is necessary to develop finger, palmar, carpal methods of perception. Blind older children should be able to tactilely read a relief-graphic image.

With low vision and blindness, children perceive fewer signs and properties of objects than their peers with normal vision. Decreased perception of color, integrity and completeness of the picture, low speed of perception make it difficult to understand the world around us as a whole. Because of this, children with visual impairments lag behind in development.

Visual concentration and differentiation in the visually impaired are reduced. They slowly memorize information, while getting very tired. But if they remember something, then it is stored in their memory for a long time. Visual memory in the blind is absent, and in the visually impaired is weakened. In children with visual impairment, the possibility of visual control is absent or difficult. They have to memorize information about landmarks in space, about where objects are located.

Blind and visually impaired children have reduced interests, needs, motivational sphere, activity. At the same time, visual impairment does not affect their beliefs, worldview, temperament, character.

Education

The education system for visually impaired and blind children covers all age groups. There are preschool and school institutions. AT preschool institutions not only raise a child. They also carry out therapeutic and rehabilitation measures, develop visual functions, motor and cognitive spheres, and the personality of the child as a whole.

School institutions for visually impaired and blind children are boarding schools that provide secondary education. In such schools, the class size is low - 10-12 people. The classrooms are equipped with special equipment. Special techniques and teaching methods are used, such as large visual aids with high contrast and clear images. During training, hygienic requirements for visual work are strictly observed.

In high school, much attention is paid to career guidance, so that the student chooses a profession, taking into account the characteristics of his health. Social rehabilitation classes are held, in which children are prepared for independent life in society. To this end, in school curriculum included lessons in physical therapy, home economics, spatial orientation. The main task of the special school is the correction of visual impairments, the development of a full-fledged personality, the provision of secondary education (the same level as in a regular school), the conduct of labor training and the development of the individual abilities of the child.

Children with visual acuity problems have developmental disabilities and require a different approach to learning than those who see well. First of all, this is manifested by the compensatory development of other sense organs that allow you to cognize the world - touch, hearing. Depending on the degree of visual impairment, the methods of conveying knowledge to them will differ.

Types of visual impairment

Visual impairment in a child can be functional or organic. The former are characterized by transient changes that can be corrected or can pass on their own (for example, strabismus, myopia, hyperopia, astigmatism, etc.). Organic lesions are based on morphological changes in the structure of the eye or other parts of the visual analyzer (optic nerves, pathways, etc.).

Often, with organic visual impairment, concomitant lesions of the nervous system or congenital malformations are detected - cerebral palsy, hearing impairment, mental retardation, etc.

According to the reason that caused visual impairment, they are classified into:

• Congenital - if the damaging factor acted during the period of intrauterine development of the fetus (more often infections and metabolic disorders);
• Hereditary - when an eye disease is passed down from generation to generation (for example, color blindness, cataracts, glaucoma, etc.);
• Acquired - if the cause acted after the birth of the child (infections, injuries, etc.).

According to the degree of visual acuity reduction, children are divided into visually impaired, with residual vision or totally blind.

Thanks to vision, a person receives up to 90% of information about the world around him. Therefore, when this sense organ falls out, information to the child mainly comes through hearing and touch. A feature of visually impaired children is that they form somewhat different ideas about the world around them than sighted children, since other sensory images are formed. In the upbringing of such children, regular attention to all kinds of audible sounds plays an important role.

Reduced visual acuity, in addition to limiting the knowledge of the world around the child, somewhat slows down the development of speech, attention and memory. Blind children may misunderstand words because they are weakly related to the real objects that these words stand for.

Physical activity plays an important role in the development of visually impaired children. When educating, it is especially important to devote more time to outdoor games and entertainment, as they develop coordination and the ability to correctly navigate in space, muscle sense, teach important skills, or even stimulate vision. It is important to take into account the recommendations of an ophthalmologist and a specific diagnosis when forming options for motor activity in young children. This is necessary in order to prevent negative consequences with improperly selected loads.

Another feature of visually impaired children is that when teaching specific skills and actions, they need to be repeated “hand in hand” many times. Moreover, this must be repeated until the action is brought to automatism.

Picking up toys for small children with poor eyesight should be large, bright, with a textured surface (stimulates the development of touch and residual vision), they are especially interested in musical toys and those that make certain sounds.

In the family, a visually impaired child should be involved in the process of implementing intra-family responsibilities and fulfill them as far as possible. It is not necessary to limit his contacts with normally-seeing children.

Psychophysical characteristics of children with visual impairment

In the development of a blind preschooler, 3 general patterns can be distinguished:

• Such a child is somewhat behind in physical and mental development in comparison with a sighted peer, since his activity in relation to the development of the world around him is lower;
• The periods of development of a blind child do not coincide with those of a sighted child. This happens until the other senses develop mechanisms to compensate for the lack of normal vision;
• The development of a blind child is characterized by disproportionality - some aspects of the personality develop faster (speech, thinking), while others develop more slowly (mastery of space, movement).

An important characteristic of visually impaired children is that due to insufficient development of motor coordination, blind preschoolers are clumsy and not confident enough. So, with congenital blindness, the lag in the formation of walking skills can be 2-3 years. The impulsivity of preschoolers is at the same level as that of sighted children, but due to the lack of sufficient coordination, impulsivity manifests itself sharper and brighter.

Prevention of visual impairment in children

To maintain good vision for a long time, it is necessary to prevent its violations in children. This should be done from the first months of a baby's life. So, a healthy child should make the first visit to an ophthalmologist together with his mother at the age of 1 month. The doctor will diagnose possible congenital problems with the organ of vision and give recommendations on the prevention of visual impairment in children. At the age of 2-3 years, you can already check visual acuity using special tables. Early diagnosis will help to avoid many problems with studying at school in the future.

Ordinary food, even if the principles of proper and varied nutrition are observed, is not enough for eye health. Just as ordinary multivitamin complexes are not enough - they contain vitamins A, B2, C, but there are no other vital elements for the structures of the eye, in particular, lycopene, lutein, zeaxanthin. Therefore, in addition to the daily diet, special multivitamin complexes have been created, for example, the LUTEIN-COMPLEX® Children's dietary supplement specially developed for eye health, which includes substances necessary for the normal functioning of the child's organs of vision: lutein, zeaxanthin, lycopene, blueberry extract, taurine, vitamins A, C, E and zinc. A set of biologically active components, carefully selected taking into account the needs of the organs of vision, provides antioxidant protection to children's eyes and reduces the risk of developing eye diseases in children, which is especially important at the age of 7 years and older, when the first serious visual loads begin in primary school. The complex is available in the form of pleasant-tasting chewable tablets.

Education of children with visual impairments should take into account the recommendations of the ophthalmologist. Completely blind children can attend specialized kindergartens and study at boarding schools for the blind and visually impaired. It is possible to receive secondary education at home. With residual vision, education of children with disabilities can be carried out using special equipment and manuals.

If a child can read, he must follow the rules of reading hygiene - do not read lying down, take breaks for about 3-5 minutes, performing special exercises for the eyes. Doctors also recommend limiting TV viewing and computer time for games.

dietary supplement. Is not a cure

Video from YouTube on the topic of the article:

1.5 Characteristics of blind children

There are different degrees of vision loss: absolute (total) blindness in both eyes, in which light perception and color discrimination are completely lost; practical blindness, in which either light perception or residual vision is preserved, allowing to a certain extent to perceive light, colors, contours and silhouettes of objects.

Blindness in children can be congenital or acquired. Congenital blindness is the result of damage or disease of the fetus during fetal development or hereditary transmission of certain visual defects. Acquired blindness occurs as a result of diseases of the organs of vision (retina, cornea, vascular tract, etc.), diseases of the central nervous system (meningitis, meningoencephalitis, brain tumors localized in some of its areas), complications after suffering infectious diseases(measles, scarlet fever, etc.), complications after general diseases of the body (flu, etc.), traumatic brain injuries (bruises or head injuries); traumatic eye injury.

The process of development of blind children is subject to the same basic laws as the development of sighted children. However, the loss of sight, which plays such an important role in human life and activity, causes some peculiarities in the development of blind children. They experience difficulties in the perception and observation of objects and phenomena of reality. Many signs of objects and phenomena of a visual (perceived by sight) nature - light, colors, etc. - are not directly perceived by the blind. Blind children have great difficulty in assessing spatial features: position, direction, distance, size, shape of objects, movement of objects, etc. All this impoverishes the sensory experience of blind children, makes it difficult for them to orient themselves in space, especially when moving, and the harmonious development of their sensory and intellectual functions are impaired.

In the absence of vision, there is a peculiarity of the orienting reaction, especially to sound stimuli. Unlike sighted children, blind children orienting reaction to sounds intensifies and does not fade for a long time. This is explained by the fact that with the loss of vision, sounds are a very important factor in the orientation of the blind in the surrounding reality.

The process of formation of sensory experience in blind children is slow and has its own characteristics, requiring the use of special correctional and pedagogical means of influence. Blindness causes delays in the formation of movements, which are manifested, in particular, during physical education. To overcome this shortcoming, special techniques are used to help blind children develop the skills to control their movements based on auditory, skin and motor sensations. In some children, due to loss of vision, changes in the emotional-volitional sphere are observed, and negativism is manifested. Often explicit hard feelings arise in connection with failures in learning, work, Everyday life. A properly organized system of education and training helps to overcome such negative phenomena.

The characteristics of blind children do not affect the development of higher forms of mental activity. In the process of education and training, in connection with mastering the system of knowledge, skills and habits, the negative phenomena of blindness are gradually overcome and counteracting compensation processes develop. Ways and methods of compensation depend on the content, methods, conditions and organization of training.

In blind children, a huge role in the formation of figurative thinking and orientation is played by visual representations preserved in memory.

Great importance in compensation for blindness has the formation of social motives of activity, ideological orientation, consciousness. The ways and degree of development of compensation also depend on the age at which vision was lost, on the causes of blindness, on the presence of residual vision, on the presence and severity of disorders of the central nervous system and the functions of the whole organism of children.

CHAPTER 2. METHODOLOGICAL APPROACHES TO EXPERIMENTAL WORK WITH OLDER PRESCHOOL CHILDREN WITH VISUAL IMPAIRMENT (5-6 YEARS)

2.1 Diagnosis of the level of formation of perception in children of senior preschool age with visual impairment (5-6 years)

To assist the educator in correlating visual functionality with actual perception, methods for diagnosing perceptual development can be proposed. In the course of classes using these methods, the child's presence or absence of visual attention, ideas, image recognition capabilities, and elementary skills in working with visual material are revealed.

The methods proposed below include tasks of varying degrees of complexity, which are designed to work with children of senior preschool

Method 1. Visual recognition of images with enhanced features

This simplest technique is designed to identify among children with low vision those who can take part in the course of developing visual perception. On fig. 1.1. – 1.3. (see Appendix 1) and 2.1. (see Annex 2) are presented geometric figures and subject images painted in black and basic chromatic colors.

To complete the first task, you will need 2 sets of cards. One of them includes 5 cards with images corresponding to fig. 1.1. – 1.3. and 2.1., or other images chosen by the teacher. The second set contains the same 5 images and additionally a few "extra" images, if the child's developmental level allows it. Otherwise, the second set must also consist of 5 cards.

The child is sequentially presented with cards from the first set. The child must choose from "his" set an image that is identical to the one presented (non-verbal form of application of the technique).

Only the first (basic) set of cards participates in the second task. The teacher sequentially presents the child with images and asks him to name the shape and color of the figures (verbal form). When examining each drawing, the child may be asked the question: where is this or that figure - above, below, on the right or on the left? Thus, the teacher will receive information about the child's perception of the main features of images: shapes, colors, locations in space. If the child does not complete both tasks, then this indicates that his visual functionality is insufficient for classes in the course of the following methods. If two or even only the first task is completed, further correctional work can be carried out with children.

Technique 2. Visual identification of volumetric and flat objects and their correlation

For work, objects are selected that the child encounters in everyday life and which are of particular importance to him (dishes, clothes, furniture, etc.). The simplest task of this technique is the correlation of a three-dimensional and two planar objects, one of which is an image of a three-dimensional object. The most difficult task is to choose one of the seven images, which corresponds to a three-dimensional object. Tasks are performed both at the verbal level (correlating objects by similarity without naming them) and at the verbal level (with naming objects).

In this technique, a three-dimensional object (a cup) and five images of objects (a cup, a briefcase, a watch, a hat, a house) were chosen. First, the child is presented with a natural object, then five images of objects. He had to (a) name a natural object, then (b) select its image from the five pictures presented, and finally (c) name all five images. The time for solving the problem was practically unlimited, however, with too long pauses (more than 3 minutes), the child is persistently asked to complete the task. If the child is wrong, he is asked a general question: “Are you sure? Look closely." If after that the child corrects the mistake, then the result is recorded in the protocol: “correct execution with the help”; if it does not correct or gives another incorrect answer, then the result is recorded in the protocol: “incorrect execution”. The performance of tasks (a), (b), (c) is marked as follows: 2 points - if the child makes no more than two mistakes when naming a real object and/or 5 subject images; 1 point - if the child makes a mistake more than two times when naming a real object and / or 5 subject images; 0 points - incorrect correlation of a real object and its image, errors in the identification of almost every object image. During the examination, it is noted what kind of assistance the child needs (attraction of attention, assistance in highlighting significant parts / details of the image that can facilitate his identification, etc.).

Method 3. Development of hand-eye coordination

The simplest tasks of this technique consist in tracing, with the help of the hand and eye, either wavy or broken lines depicted on sheets of white paper.

In my version of Fig. 1.4 (see Appendix 1) a test sheet is used, which shows two mixed up lines; at the end and at the beginning of each line there are figures; at the beginning of both lines - a shepherd, at the end of one line - a sheep, at the end of the other - a pig. Children are shown a test sheet and asked (a) the question: “Look at the picture! What is drawn here? The child must consider the drawing, identify the images, name them. If the child does not find or name any image, the teacher draws the child's attention with the question: “Look carefully! What is shown below (top, left, right, etc.)?” After the child recognizes and describes the images, (b) he must "pass" the felt-tip pen along the two test lines. The child is given the following instruction: “If the shepherd follows one path, he will come to the sheep, and if along the other, he will come to the pig. The paths are very confusing. They go through the swamp, and it is impossible to leave the path. Take a felt-tip pen and lead the shepherd boy along the path.

In task (a), the finding and non-finding of all the figures and the correctness of their identification are noted, and in task (b), the tracing or non-tracing of both lines to the end is noted. Additionally, the nature of the line tracing, slipping from one line and moving to another, shifts of the felt-tip pen from the line, and stops are noted. The results of the implementation of paragraph (a) are recorded by the teacher in the protocol, but are not evaluated in points. The correctness of the execution of paragraph (b) is evaluated in points as follows: 3 points - tracing both lines to the end, no more than three stops and shifts from the line; 2 points - following both lines to the end, more than three stops and shifts from the line; 1 point - following one line to the end, stopping, slipping from one line and moving to another; 0 points - failure to complete the task.

The study of visual perception using the methods outlined is carried out before the start, after six months and after one year of remedial training. The obtained individual data are compared, which makes it possible to draw a conclusion about the dynamics of changes in the state of visual perception in the course of remedial training.

Method 4. Spatial orientation in schematic drawing

To implement this technique, simple and complex labyrinths are used. In my study, one of the labyrinths (a) is a combination of horizontal and vertical lines (Fig. 1.5.) (see Appendix 1), the other (b) is the intersection of wavy lines without clear boundaries (Fig. 2.2.) (see Appendix 2). First, a labyrinth (a) is presented and the child receives the following instruction: “The picture shows a confusing labyrinth. You must enter the labyrinth from this place (the beginning is indicated to the child and a cross is placed) and go through it to the exit (the teacher slowly leads along the labyrinth and marks the exit). There are dead ends in the labyrinth. You cannot enter them. Try to walk through the maze without stopping and do not cross the drawn lines” (the teacher shows the horizontal lines of the labyrinth). The child must pick up a felt-tip pen and use it to go through the labyrinth to the exit.

After completing the task, the child is presented with a labyrinth (b) with the following instruction: “This is the same labyrinth. There are two boys here. One needs to get to the other to play. Guide this boy with the ball (the teacher shows the beginning of the maze). Try not to hit the bushes. Take the boy along the bushes ”(on a small section of the labyrinth, the teacher shows how to do this).

The protocol records: 1) the presence / absence of preliminary orientation in the task; 2) the quality of preliminary orientation in the task: visual orientation (the child looks at the picture and tries to visually outline the possible path along which he will “pass” the labyrinth with the help of a felt-tip pen; visual-motor orientation (looking at the picture, the child tries to outline a possible path, trying to go through the maze with with the help of a finger, or when examining a drawing, the child shows with his finger what attracted his attention); 3) entering the dead ends of the labyrinth; 4) stops during the passage of the labyrinth; 5) the time of passage of each labyrinth; 6) passing / not passing the maze to the end. The quality of the implementation of the "Labyrinths" methodology is assessed by the results of passing each labyrinth for each of the paragraphs. 1 - 2 and 5 - 6 separately. Items 3-4 are evaluated simultaneously. After that, the total score for each maze is summed up separately.

Assignment grades:

1 point - there is a preliminary orientation;

0 points - no preliminary orientation;

2 points - visual orientation;

1 point - visual-motor orientation;

2 points - in each labyrinth it is permissible to make no more than two dead ends and no more than two stops at the same time (no more than 4 errors in total).

1 point - in each labyrinth it is permissible to make no more than three dead ends and no more than three stops at the same time (no more than 6 errors in total).

0 points - more than four dead ends and more than four stops at the same time in each maze (more than 8 errors in total).

3 points - passing the maze within 1 minute.

2 points - the passage of the maze in the range from 1 min. up to 2 min.

1 point - the passage of the maze in the range from 2 minutes. up to 2 min 30 sec.

0 points - passing the maze in more than 2 minutes. 30 sec.

2 points - passing the maze from beginning to end.

1 point - passing half of the maze.

0 points - passing less than half of the maze.

Technique 5. The ability to restore the whole object image from parts according to the model

The simplest task of this technique is to compose a whole image from parts in the presence of a sample in the field of view of the child. The size of the image is approximately 1.5 x 1.5 cm. The number of parts into which the picture is cut should correspond to the age of the child and the state of his vision. So, for example, a picture cut into 2 parts can be offered to a child of 2 years old and a child of 8-10 years old with residual vision. In my study, pictures with clear contrasting images of fruits, vegetables, animals were cut vertically and horizontally into 4 (first option) and 8 (second option) equal parts. First, the child examines and describes the whole image (a), then he must assemble this image from parts, having a sample in front of his eyes (b).

More difficult task is the drawing of an image (pyramid) based on its fragments fig. 1.6. (See Annex 1).

The protocol records (a) the name of the image, (b) the accuracy of the description on the questions of the teacher (what color, shape, how many objects (if there are several), where it is located (upper, lower, right, left, ...), (c) completing the task to compose the whole, (d) the strategy of composition (chaotic enumeration of parts or purposeful selection of parts).Only the fulfillment of item (c) is evaluated in points.

3 points - drawing up a whole picture without the help of a teacher.

2 points - drawing up a whole picture with a little help from the teacher (for example, attracting attention, helping to orient the element selected by the child, etc.).

1 point - independent compilation of only part of the image.

0 points - failure to complete the task.

2.2 Analysis of the results of children of senior preschool age with visual impairment

Analysis by method 1.

1. Vika E. - was able to recognize the images, will be able to study at the course of visual perception development.

2. Julia V. - was able to identify the images, will be able to study at the rate of development of visual perception.

3. Roma D. - was able to identify the images, will be able to study at the rate of development of visual perception.

4, Sasha T. - was able to recognize the images, will be able to study at the course of visual perception development.

5. Vadim M - could not identify the images, not suitable for this course.

Analysis by method 2.

1. Vika E. - was able to identify three-dimensional and planar objects, there is a spatial representation.

2. Julia V. - was able to identify three-dimensional and planar objects, there is a spatial representation.

3. Roma D. - was able to identify three-dimensional and planar objects, there is a spatial representation.

4. Sasha T. - was able to identify three-dimensional and planar objects, there is a spatial representation.

Analysis by method 3.

1. Vika E. - visual-motor coordination is developed not badly for a child with impaired vision. She coped with the tasks.

2. Julia V. - hand-eye coordination is developed not badly for a child with impaired vision. Almost completed the assignment.

3. Roma D. - visual-motor coordination is developed not badly for a child with impaired vision. Almost completed the assignment.

4. Sasha T. - hand-eye coordination is poorly developed. Task completed partially

Analysis according to method 4

1. Vika E. - spatial orientation is poorly developed. Task completed partially

2. Julia V. - spatial orientation is poorly developed. Task completed partially

3. Roma D. - spatial orientation is poorly developed. The task was partially completed.

4. Sasha T. - spatial orientation is poorly developed. The task was partially completed.

Analysis according to method 5

1. Vika E. - visual perception is developed to an average degree. The task was completed with the help of a teacher.

2. Julia V. - visual perception is developed to an average degree. The task was completed with the help of a teacher.

3. Roma D. - visual perception is poorly developed, partially coped with the task.

4. Sasha T. - visual perception is poorly developed, he partially coped with the task.

During the diagnostics, the children showed interest, but during the diagnostics they were distracted, lost interest in the performance, because. with visual impairment, accurate and complete perception is reduced, as well as the speed of perception, which makes it difficult and slows down the recognition of objects. In general, spatial representations and visual perceptions are developed to an average degree. Corrective and educational work started in a timely manner contributes to the development of spatial representations in children with more severe disorders.

CONCLUSION

The health of the child (physical and spiritual) depends on how he sees the world how we present it. One of the main tasks of educators and parents is to give the child as much natural knowledge as possible to more accurately express himself and his behavior.

Taking into account all the factors of a child's development, experts came to the conclusion that the preschool period is one of the most important and responsible in a person's life, that it is during this period that the desire to comprehend the world appears and, perhaps, disappears once and for all.

During the work, in the section “Visual perception” with children of senior preschool age with visual impairment, I think we have achieved good results. In my opinion, the educator plays a major role in the comprehensive development of the child. A lot depends on the teacher. The more he will pay attention to the child, the more developed the child will be. If the educator seeks to give children knowledge, emotionally sets out new material, then we can say with confidence that success will be achieved.

LITERATURE

1. Ananiev B.G. Theory of sensations.-L .: From the Leningrad State University, 1961.-Ch. 1-2.-455s.

2. Ananiev B.G., Vekker L.M., Lomov B.F., Yarmolenko A.V. Touch in the process of cognition and labor.-M .: From the APN of the RSFSR, 1959.-Ch.1.

3. Armitage T.R. On the education of the blind and their activities.-St. Petersburg, 1889.-S. 69.

4. Butkina G.A. Some issues of the difficulty of social and psychological adaptation of blind adults//Defectology.-1977.-№6.

5. Willey P. Pedagogy of the blind: Per. from French/Pod. ed. Gander.-M.: Uchpedgiz, 1936.-S. 70-71.

6. Vishev I.V. Some problems of socio-psychological rehabilitation of a blind teacher at a university//Materials of the scientific-practical conference of blind intellectual workers.-M.: Iz-vo VOS, 1983.-S. 27.

7. Vygotsky L.S. To the psychology and pedagogy of children's defectiveness. - Defectology. -1974. - No. 3. - P. 71-76.

8. Vygotsky L.S. The team as a factor in the development of an abnormal child.// Sob. cit.-M.: Pedagogy, 1982.-V.5.

9. Vygotsky L.S. Development of higher mental functions.-M.: Iz-vo APN RSFSR, 1960.-S.55-57.

10. Vygotsky L.S. Blind child.// Collected. cit.-M.: Pedagogy, 1983.-V.5.

11. Enikeev M.I. Fundamentals of General and Legal Psychology: Textbook for High Schools.-M.: Iz-vo Jurist, 1996.-631 p.

12. Zemtsova M.I. Ways to compensate for blindness.-M.: Enlightenment, 1956.-Ch. I-III/

13. Zemtsova M.I. Teacher about children with visual impairments.-M .: Education, 1973.-Ch. I-III/

14. Zotov A.I. Defect of vision and mental development of personality // Psychological features of blind and visually impaired schoolchildren.-L .: LGPI im. A.I. Herzen, 1981.-S.3-18.

15. Zotov A.I. Essay on the theory of visual sensations.-L .: LGPI im. A.I. Herzen, 1971.-Ch. 1-3.-164s.

16. Zotov A.I., Zotov L.A. Comparative study of the ratio of types and types of memory in blind and visually impaired schoolchildren.-L .: LGPI im. A.I. Herzen, 1981.-S.69-83.

17. Kiselev V.N. From the experience of teaching blind students at the mathematical faculties of Leningrad State University // Experience of blind intellectual workers.-M.: Iz-vo VOS, 1983.-S. 27.

18. Kovalenko B.I. Return of the blind to working life.-M.: Uchpedgiz, 1946.-191 p.

19. Kondratov A.G. Tiflopsychology.-M.: Enlightenment, 1985.-Ch. 3.-208 p.

20. Kondratov A.M. Restoration of the working capacity of the blind: Educational and methodological manual.-M .: Iz-vo VOS, 1976.-143 p.

21. Korman B.O. On the specifics of work in the team of the university blind head. Department of the Humanities // Proceedings of the Scientific and Practical Conference of Blind Intellectual Workers. - M .: Iz-vo VOS, 1983.

22. Kulagin Yu.A. Perception of visual aids by students of the school of the blind.-M.: Enlightenment, 1969.-Ch. IV.

23. Litvak A.G. Workshop on tiflopsychology: Tutorial for students defectol. fak. ped. in-tov / A.G. Litvak, V.M. Sorokin, T.P. Golovina.-M.: Enlightenment, 1989.-110 p.

24. Litvak A.G. Theoretical issues of tiflopsychology.-L .: LGPI im. A.I. Herzen.-1973.-Ch. III.

25. Litvak A.G. Theoretical issues of tiflopsychology: Proc. allowance.-L .: LGPI im. A.I. Herzen, 1973.-155 p.

Due to objective reasons(disease of children) 5 children took part in the experiment, showing a special interest in visual arts. Experimental - experimental work on the development of decorative creativity of children of senior preschool age by means of decorative composition, we built in three stages: 1 - ascertaining experiment; 2 - forming experiment; 3 - final...

The people, a different way of life, they are beginning to be interested in the natural world. All this is in the fairy tales of different peoples, selected in the program purposefully. Chapter 3 folk tales on the development of coherent speech of children of senior preschool age 3.1 Analysis of the development of coherent speech of children of senior preschool age The study was conducted on the basis of MDOU No. 43 "...

In the assimilation of the speech of others. At the same time, he also becomes a controlling regulator of his own pronunciation, which enhances the development of phonemic hearing (No. 10, p. 243). 1.3. Peculiarities speech therapy work on the development of phonemic perception in children of senior preschool age with FFN In the book "Educating Children to Pronounce Correct Pronunciation" M.F. Fomicheva emphasizes that perception and ...