Stages of development of visual perception in children table. Mamulkina V.E. Development of visual perception in preschool children with visual impairment. Selecting the missing image fragment

The chosen topic of the publication is not new, however, the author built work on the development of perception in preschool children according to his program, taking into account the theoretical foundations of the development of perception in children and proposed a program for experimental study of the features of this process. The historical aspect of the problem of determining the content of the concept of “perception” is well and thoroughly given, starting from the ancient period and ending with modern concepts that explain the essence of this process in children with visual deprivation.

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"Development of visual perception in preschool children with visual impairment"

The source of knowledge about the world around us is the sensations and perceptions that arise from the contact of the senses with various signs and properties of objects.

Feeling – sensory reflection of objective reality.

Perception - the mental process of reflecting objects and phenomena of the objective world in the totality of their various parts and properties acting at the moment on the senses. Perception always gives a holistic image of an object.

The basis of a child’s cognitive activity is sensory cognition, based on visual perception, thanks to which a person receives up to 85% of information about the outside world.

To successfully master knowledge about the world around us, it is necessary that the child’s senses function normally. In the absence or partial damage of a sense organ, the child may not receive or receive incomplete information, so the world of his impressions becomes narrower and poorer.

With partial visual damage, there is a depletion of visual impressions. Deficiencies in visual orientation make it difficult to accumulate direct sensory experience and impoverish the child’s ideas about the world around him, which often predetermines the entire course of psychophysical development of a child with visual impairment.

Visually impaired people use vision as their main means of perception. Their knowledge of the surrounding world, the formation and development of all types of activities takes place in conditions of impaired vision and is built on a narrowed visual and effective basis (9. p. 15). Therefore, one of the special tasks of correctional and educational work in kindergarten for children with visual impairments is the development of methods visual perception, visual orientation during active exercise and activation of visual functions.

It is necessary to develop in children the ability to observe, visually highlight and recognize various objects and phenomena, their analysis and synthesis. In addition, it is necessary to teach children to use auditory, tactile and other types of perception that complement defective vision. Only in this case is it possible for children of this category to develop adequate ideas about the world around them. (21, p. 35)

One of the most important tasks of correctional pedagogical work with preschoolers with visual impairments is teaching them visual examination techniques. Training in visual inspection involves visual perception of objects or phenomena of the surrounding reality, specially organized by the teacher, in general education classes and in the everyday life of children. The goal is to teach children to use the received visual information in one or another independent activity. (20, p. 35)

1.1. Historical aspect of the definition problem

Perception is a process that has long been intensively studied in psychology and pedagogy, but the emergence of the first hypotheses about its nature relates to philosophy. For example, Plato (428-349 BC) was of the opinion that children's first sensations and images of perception relate to pleasure and pain. It is they who further contribute to the formation of ideas about virtue and good. Thus, Plato was one of the first philosophers to suggest that perception is closely related to sensations, on the one hand, and emotions, on the other.

Plato's student, Aristotle (384-322 BC), the greatest ancient Greek philosopher, suggested that perception is closely related to the development of the higher aspects of human nature: reason and will. In addition, he laid the philosophical foundations of a natural scientific approach to the study of the process of perception.

Centuries later, the English philosopher Thomas Hobbes (1588-1679), speaking as a sensualist and nominalist, believed that all our knowledge is the result of the influence of things on the senses, the result of perception. All other cognitive activity is a combination of some ideas with others thanks to verbal signs. With their help, a person remembers and preserves perceptions.

Another English philosopher, J. Locke (1632-1704), also a supporter of sensationalism, believed that only sensory data have the quality of immediate truth - all knowledge must be derived from the material of perceptions. Thus, all human experience is divided into external and internal: the first is based on sensation and perception, the second - on reflection, self-perception.

The development of perception was also given great importance in pedagogy.

Views of Ya.A. Comenius (1592-1670) on the child, on his development and upbringing, were similar to the views of sensualists - philosophers and psychologists. Thus, he argued that “there is nothing in the intellect, whatever it is, first of all in sensations.” At the same time, he combined the concepts of “sensation” and “perception”. Based on this, he placed sensory experience as the basis for the upbringing and teaching of children, established the “golden rule of didactics,” according to which “everything that is possible should be presented to the senses, namely: what is visible for perception by sight, what is audible by hearing, what is subject to taste - by taste, accessible to touch - by touch."

Maria Montessori (1870-1952) - Italian teacher and theorist, created a whole system of didactic games and materials that promote the development of perception and the development of different types of sensory organs. The organization of environmental observations, drawing and modeling was also subordinated to this.

E.I. Tikheyeva (1867-1943), a great Russian teacher and scientist, paid great attention to educational work in kindergarten on the development of perception. In this regard, she expressed the following thought: “The mental development of a child begins with the perception of impressions coming from the surrounding material environment. Using this environment as a source that develops children’s perceptions and organizing it pedagogically is one of the main tasks assigned to a preschool teacher.”

In addition to teachers, psychologists made a great contribution to the development of the theory of perception. Their contribution can be called decisive for its final formation.

Gestalt psychology, which is based on physical and mathematical laws, has had a particular influence on psychological studies of perception, as a result of which it decomposes all complex mental processes into elementary ones, trying to derive from their combination the laws for the formation of a complex whole. The main task of research of this kind was to identify the structure of connections between the elements of the whole, as a result of which this direction began to be called “structural psychology.” Its founders are: W. Köhler (1887-1967), M. Wertheimer (1880-1943), F. Kruger (1874-1948).

W. Wundt proved that the touch of an object, even to the most sensitive area of the skin, is not in itself capable of forming in the subject a holistic, definite image of this object. For this to happen, it is necessary to feel, trace, - in a word, some action regarding a given object. This allowed us to assume that the basis for the emergence of a subjective image of an integral object is the complex action of the senses, which was formed in the process of human life, and includes a number of sensory operations corresponding to objectively perceived objects and the relationships of their various qualities and aspects. The formation of this meaningful action of perception occurs relatively early in the child and allows him to correctly perceive an object even in relatively difficult conditions.

L.S. Vygotsky put forward a thesis about the social origin of human mental functions, including perception. In search of confirmation of his views, L.S. Vygotsky turns, for example, to G. Helmholtz’s memories of his childhood, from which it follows that orthoscopic (i.e., constant, holistic) perception is not innate, but is formed through experience. Although L.S. Vygotsky himself qualified this evidence as shaky; he nevertheless used it as evidence in favor of the theory about the acquired nature of this perception [6].

The next major step in the development of the theory of perception was made by A.V. Zaporozhets. In his report “Psychology of a preschool child’s perception of a literary work” at the All-Russian Scientific Conference on Preschool Education, A. V. Zaporozhets pointed out that “the first steps that a child takes on the path to understanding a work of art” are based on the material of his perception. At the same time, the study of the development of perception in a child was for A.V. Zaporozhets as a way to understanding the problems of perception of an adult.

On the works of L.S. Vygotsky and A.V. Zaporozhets was supported by another domestic scientist - L.A. Wenger, who formulated the main provisions of the theory of development of child perception. According to this theory, a child's perception is a complex, culturally mediated process of solving perceptual problems. At the same time, L.A. Wenger says that the specificity of solving a perceptual problem lies in separating the perceptual feature from other properties of objects.

This approach made it possible not only to identify means of perception and perceptual actions, such as identification, reference to a standard, perceptual modeling, but also to develop an entire system of sensory education, which has been successfully used and continues to be used in the process of educational work with preschool children as in our country and abroad.

1.2. Perception in ontogenesis.

A feature of the activity of the child’s central nervous system after birth is the prevalence of subcortical formations. The newborn’s brain is not yet sufficiently developed; the cortex and pyramidal tracts do not have complete differentiation. As a result, there is a tendency to diffuse reactions, to their generalization and irradiation, and causes reflexes that occur in adults only in pathology.

This feature of the central nervous system of a newborn significantly affects the activity of sensory systems, in particular visual. With sharp and sudden illumination of the eyes, generalized protective reflexes may occur - a general shudder of the body and the Paper phenomenon, which is expressed in the constriction of the pupil, closing of the eyelids and a strong tilting of the child's head back. Eye reflexes also appear when other receptors are irritated, in particular tactile ones. So, with intense scratching of the skin, the pupils dilate, and with a light tap on the nose, the eyelids close. There is also the phenomenon of doll's eyes, in which the eyeballs move in the direction opposite to the passive movement of the head.

When the eyes are illuminated with bright light, a blink reflex occurs and the eyeballs move upward. Already at the birth of a child, there is a number of unconditioned visual reflexes - a direct and friendly reaction of the pupils to light, a short-term orientation reflex of turning both eyes and head towards the light source, an attempt to track a moving object. In the 2-3rd week, the formation and improvement of the functions of object, color and spatial vision.

Already in the first months of a child’s life, the retinal optomotor directional reflex and the fixation reflex develop. At birth, the child does not have conscious vision. Under the influence of bright light, his pupil narrows, his eyelids close, his head jerks back, but his eyes wander aimlessly, independently of each other.

2-5 weeks after birth, strong lighting encourages the baby to keep his eyes relatively still and look intently at a light surface. By the end of the first month of life, optical stimulation of the periphery of the retina causes a reflex movement of the eye, which brings the center of the retina under the influence of optical stimulation. This central fixation is at first fleeting and only on one side, but gradually through repetition it becomes stable and bilateral. During the 2nd month of life, the child begins to master the nearby space. At first, close objects are visible in two dimensions (height and width). At the 4th month, children develop a grasping reflex. From the second half of life, visual representations of distance are created. This function develops later than others. It provides a three-dimensional perception of space and is compatible only with complete coordination of the movements of the eyeballs and with symmetry in their position.

Thus, already at the age of 2 months, a child develops a functional relationship between both halves of the visual analyzer and between the optical and motor apparatus of the eyes, i.e., primitive binocular vision. Formation and formation with
perfect binocular vision occurs at age
2-6 years.

1.3. Visual perception and its connection with mental processes

Visual perception- the most important type of perception, which plays a large role in the mental development of the child, having not only enormous informational, but also operational significance. It is involved in regulation of posture, maintaining balance, orientation in space, control of behavior, etc. The formation of visual perception is the basis for the formation of the organization of figurative forms of cognition in preschool age. (7, p. 7)

At the very first stage of perception, with the help of perceptual actions, an object is detected, distinguished and its informative features are selected. Then they are integrated into a holistic perceptual formation, i.e. a visual image is formed based on a complex of perceived signs. Next, comparison occurs - correlating the perceived image with perceptual and verbal standards stored in memory. Assessing the degree to which the image matches the memory standard allows one to make a decision about the class to which the object belongs.

Consequently, visual perception is a complex, systemic activity that includes sensory processing of visual information, its evaluation, interpretation and categorization. (7 page 8)

The basis of this systemic activity is the primary sensory processes occurring in the visual analyzer. With profound low vision and residual vision, the primary sensory processing of object features is disrupted, which leads to deviations from the norm in visual perception as a whole. Compensation for perception disorders largely depends on the teacher’s ability to teach the child to organize his perceptual activity, ensuring the detection and discrimination of informative features, the formation and recognition of images of an object.

Visual perception and attention.Perception of the external world is impossible both without attention directed outward and without attention aimed at images - standards of memory. Under normal conditions, the visual system combines the features of one object into a whole, without mixing them with the features of neighboring objects. This selectivity is ensured by attentional mechanisms based on spatial proximity.

In a child with a vision pathology, his attention should be paid not only to the general outline of the object, but also to individual parts and details. The formation of attention determines the development in the child of active forms of perception and the ability to identify significant and essential properties from the environment.

Visual perception and memory.Memory plays a vital role in sensory-perceptual processes. Mnestic mechanisms ensure the implementation of not only reproduction, but also perception of information about the external world. The complex act of visual perception is based on memory mechanisms. Recognition of objects is possible only based on a trace (standard) existing in memory, and is inextricably linked with the processes of short-term and long-term memory. At the level of short-term memory, information arriving through the sensory channel is compared with standards stored at the level of long-term memory. In case of profound visual impairment, recognition depends on the degree of accuracy, stability of the standard, as well as on individual strategies for retrieving it from memory, which are determined by many factors (intellectual, emotional, personal, etc.)

A high level of formation of interfunctional relationships between visual perception and memory is an important condition that ensures the educational activities of children with normal and impaired vision. Good visual memory promotes the development of children's creative abilities, facilitates the completion of educational tasks and significantly affects the productivity of learning. (7 page 8)

Visual perception and thinking.Sensory sensitivity increases during mental tasks. This is explained by the fact that sensory processes are closely associated with mental operations and are activated during problem solving. Thinking acts as the cause of changes in sensory sensitivity. The connection between perception and thinking is revealed at the stage of image formation, at which the characteristics of objects are distinguished and integrated.

In the process of perception, there is a transition from elementary analysis of sensory data to the formation of generalized ideas. The close connection of perception with other mental functions determines the hierarchy of levels of formation of a systemic visual image. At the basic sensory-perceptual level, so-called primary images are formed through the direct impact of objects on the senses.

Each sense organ reflects certain properties of objects, which corresponds to sensations of different modalities: visual, auditory, tactile, etc.

The speech-mental level of reflection is associated with the formation of concepts and operating with sign systems.

Visual perception and speech.The development of speech in children with visual impairments occurs basically in the same way as in those with normal vision, however, the dynamics of its development, mastery of its sensory side, its semantic content in children with visual impairments is somewhat more difficult. The slowness of speech formation manifests itself in the early periods of its development due to the lack of active interaction of children with vision pathology, as well as the impoverishment of children’s subject-practical experience. Peculiarities of speech formation are observed, manifested in the formalism of using a significant number of words. Their use by children can be too narrow, when the word is associated with only one object familiar to the child, or, conversely, it becomes too general, abstracted from the specific characteristics of objects.

Violation of the correspondence between image and word, verbalism of knowledge, is a very characteristic feature of the blind and visually impaired.

L.S. Vygotsky wrote that verbalism and naked literature have never taken such deep roots as in typhlopedagogy. However, the verbalism of knowledge, the lack of correspondence between word and image, must be overcome in the process of correctional work aimed at concretizing speech, filling “empty” words with specific content.

Visual perception and orientation in space.The spatial representations of children with visual impairments have some peculiarities; their memory images are less accurate, less complete, and less generalized compared to sighted people. Visual impairment that occurs at an early age negatively affects the process of formation of spatial orientation in children. If in children with normal vision the formation of spatial concepts is based on their practical experience, then the child’s imperfect vision limits his ability to identify all the signs and properties of objects: size, volume, extent and distance between them. Children with strabismus and amblyopia lack stereoscopic vision, which is used to accumulate ideas about the main features of objects. Such children experience difficulty in the process of assimilation of educational material, especially where visual orientation is necessary.

The formation of spatial concepts and orientation in preschool children is included in the content of various types of children's activities: play, work, activities, everyday orientation. Thus, psychological studies have revealed that underdevelopment of movements and orientation in space, incompleteness and fragmentation of images of perception and ideas is a consequence of visual impairment and forms a set of secondary defects in persons with such impairments.

Visual impairment has a negative impact on the formation of accuracy, speed, coordination of movements, on the development of the functions of balance and orientation in space.

Based on the research conducted in typhlopsychology and typhlopedagogy by L.P. Plaksina presented the interconnected structure of disorders in children with vision pathology:

Visual impairment: decreased visual acuity, clarity of vision, decreased speed of information processing, impaired field of view, oculomotor functions, impaired binocularity, stereoscopicity, emphasis on color, contrast and the number of features and properties in the perception of objects.
Impoverishment of ideas, a decrease in sensory experience that determines the content of patterns of thinking, speech and memory, a slowdown in cognitive processes.
Impairment of the motor sphere, difficulties in visual-motor orientation, leading to physical inactivity.
Violation of the emotional-volitional sphere, manifested in uncertainty, constraint, decreased cognitive interest, manifestation of helplessness in various types of activities, decreased desires in the child for self-expression and the emergence of greater dependence of the child on the help and guidance of adults. (17 p. 39)

From all of the above, we can conclude that the variety of forms of visual anomalies and secondary deviations caused by them requires an individual approach to each child, the specifics of the necessary treatment, rehabilitation and correctional pedagogical measures.

1.4. Features of visual perception in children with strabismus and amblyopia

As is known, with normal vision, children already at preschool age perceive a huge number of objects and phenomena of reality. Almost the brain reflects everything that it sees, hears, touches... the child. But perception is not a mechanical reflection. Much of what is perceived is not realized, remains, as it were, beyond the threshold of sensitivity, much does not turn into adequate ideas. M.N. In this regard, Skatkin noted that even children with good vision do not always see in an object what is needed, and in the way they are needed. Perhaps this is especially true for the perception of children with visual impairments.

Often the child’s gaze glides over the surface of an object, stopping only on what is practically significant for him and is connected with his emotional experiences. Often the child does not establish the meaning of distinctive, color and other features. Also, children with amblyopia and strabismus experience specific difficulties in perceiving images. Due to impaired binocular vision, difficulties arise, and often the inability, to directly perceive objects depicted in perspective and their detail.

With amblyopia and strabismus, due to a decrease in visual acuity, impairment of binocular vision, visual field of oculomotor and other functions, analyzing perception acquires the features of slowness, fragmentation, and multi-stage nature. The monocular nature of vision complicates the formation of ideas about volume, size of objects, and distance.

Children with strabismus and amblyopia have significant problems with spatial orientation. The difficulties of visual-spatial perception in these children are due to impaired oculomotor functions and the monocular nature of vision, in which children lack information about depth and distance between objects, i.e., stereoscopic information is impaired.

When vision is impaired, there is also a reduction and weakening of the functions of visual perception. Difficulties in children's visual perception of elements and geometric parameters of forms complicate the understanding of visual aids and the formation of an appropriate image of an object. In terms of its content, the study of the shape of objects is associated with indicative, search, perceptual actions aimed at solving complex cognitive problems (analysis of complex shapes, movement of objects in space, assessment of proportions).

From the above it follows that more often program content is aimed at forming ideas about sensory standards, existing technologies for sensory development for children with visual impairments should be enriched with information that allows for the sensorimotor development of the child, and the greatest effect of sensorimotor development is provided by productive activities, the content of which is subordinated to the tasks of the sensory, motor, mental education.

Early diagnosis, prediction of school problems and correction of difficulties in the learning process require an objective assessment of the functional development of each child.

The most important indicators of the development of children with visual impairments are:

level of visual perception;
level of sensorimotor development;
level of accuracy of finger movements (fine motor skills).

In children, along with an insufficient level of visual perception, fine motor skills are poorly developed:

movements are not precise;
children cannot hold static tests;
They do not perform graphic tests accurately, and the hand gets tired very quickly.

As is known, vision and touch have a lot in common in terms of the information they provide. Pavlov also noted that sighted people do not need the “precious ability of the hand” and do not develop the sense of touch. Our children have defective vision, which gives them limited and sometimes distorted information. They are not able to master various subject-related practical actions by imitation, like their normally sighted peers, and as a result of low motor activity, their arm muscles are usually sluggish or too tense. All this hinders the development of tactile sensitivity and motor skills of the hands, and negatively affects the formation of subject-related practical activity and the motor readiness of the hand for writing.

That is why children with strabismus and amblyopia need to be taught techniques for tactile perception of objects, develop their ability to perform practical actions in which visual and tactile-motor analyzers are involved, which will allow them to learn to more accurately perceive objects and space, to be more active in the process of play and learning .

1.5. Characteristics of preschool children with visual impairment

Children with visual acuity in the better seeing eye using conventional correction means (glasses) from 0.05 to 0.2, as well as children with higher visual acuity, but having some other visual impairments (for example, a sharp narrowing of the field boundaries vision).

Low vision occurs as a result of eye diseases, which, however, cannot be considered without connection with the state of the body as a whole; often they are a manifestation of a general disease. Most cases of low vision in children occur due to refractive errors of the eye.

Visual defects found in children are divided into progressive and stationary. Progressive cases include cases of primary and secondary glaucoma, incomplete optic nerve atrophy, retinal pigmentary degeneration, malignant forms of high myopia, retinal detachment, etc., stationary - developmental defects: microphthalmos, albinism, hyperopia, high degrees of astigmatism and non-progressive consequences diseases and operations - persistent corneal opacities, cataracts, postoperative aphakia (lack of lens, etc.).

A sharp decrease in vision negatively affects, first of all, the process of perception, which in visually impaired children is characterized by great slowness, narrow vision, and reduced accuracy. The visual ideas they form are less clear and bright than those of normally seeing people, and are sometimes distorted. When working visually, such children quickly get tired, which can lead to further deterioration of vision. Visual fatigue causes a decrease in mental and physical performance.

However, low vision remains the leading analyzer in visually impaired children, as well as in normal-seeing children. Visually impaired children use vision as their main means of perception. In them, the sense of touch does not replace visual functions, as happens in the blind.

Children with visual impairments of preschool age develop in the same way as children with normal vision if they are given explanations and shown objects that they cannot independently perceive. They can participate in almost all games with children with normal vision. However, for children suffering from a high degree of myopia and some other eye diseases, physical activity and participation in games that require sudden movements should be limited (after consultation with an ophthalmologist).

2.1. Contents of the program and features of the development of visual perception in kindergartens for children with visual impairments

For the successful upbringing, training and development of children with visual impairments, programs have been created in special (correctional) educational institutions.

The programs are created on the basis of general didactic and typhlopedagogical principles that ensure the comprehensive development of a child with visual impairments and successful preparation for school. The content of the tasks and programs provide for the education of children in kindergarten and are arranged according to the types of children's activities, while an important condition for their implementation is an integrated approach to the organization of correctional and educational work.

Simultaneously with the general educational process, special correctional work is carried out aimed at overcoming deviations in the psychophysical development of children with vision pathology. All classes are individual and differentiated depending on the child’s needs.

The ultimate goal is to stabilize the entire course of the child’s psychophysical development for his successful integration into a comprehensive school and into the society of his peers. (21 p. 6)

For example, the section of the kindergarten program for the development of visual perception of younger preschoolers includes the following tasks:

Develop a visual reaction to objects in the surrounding world, notice their shape, color, form actions with objects, cultivate interest in the world around them.
To develop in children visual ways of examining objects: to distinguish and name the shape of geometric shapes (circle, square, triangle, oval) and correlate their shape with the shape of planar images and volumetric geometric bodies (ball, cube, cone, etc.), correlate, find their shape in real three-dimensional objects.
Distinguish and name primary colors (red, yellow, green, blue), correlate sensory color standards with the color of real objects.
Distinguish, highlight and compare the size of objects (large, small), visually compare the size of objects by superimposing, application; and find large and small objects (toys, furniture, etc.)
Learn to see moving objects: the ball is rolling, flying; the car is going downhill. Learn to perform movements at different paces: run fast, walk slowly.
Teach children to distinguish, name and compare objects with the image in the picture, consistently highlight the main features (the ball is round like a ball, blue)
Learn to correlate the image in the picture with a real object using a silhouette and contour image: find a real object: the pyramid is selected first using a color image, then using a silhouette, and later using a contour image.
Learn to fill in the slots depicting geometric shapes with the corresponding shapes in size and color.
Training in spatial orientation. Teach children to identify the right and left sides in relation to themselves.
Develop spatial orientation by hearing, smell, and touch.
To develop vision and implement the relationship between classes on the development of visual perception and treatment of vision, conduct visual exercises to activate and stimulate visual functions, develop various abilities of vision, color discrimination, eye movement, fixation, localization, convergence and accommodation.

2.2. Corrective assistance to preschool children with visual impairments in the development of visual perception

As already noted, children with visual impairments have some characteristics of cognitive activity. It is difficult for a child with impaired visual functions to determine the shape, color, size, spatial arrangement of objects, and to examine moving objects. Impaired binocular and stereoscopic vision complicates and impedes his practical actions and orientation in space. When examining an object, children with visual impairments often highlight not its main features, but secondary ones; instead of shape, they focus on color. During classes, such children quickly get tired and distracted, especially in cases where they work relying on their vision.

Therefore, the principles of correctional pedagogical work require:

Creating conditions favorable for visual perception in the process of teaching children.
Optimal use of visual aids.
The use of special teaching methods that take into account the characteristics of visual impairment in each child.
Individualization of the approach to learning, taking into account the psychophysiological characteristics of children.

It is necessary to increase attention to the forms of activity most characteristic of childhood - to play. In play activities, children more easily learn very complex facts. In preschool age, children gain knowledge under the guidance of a teacher and mainly through substantive and practical activities with didactic material, which is the basis for the development of visual and imaginative thinking.

Corrective work is carried out by a teacher under the guidance of a typhlopedagogue and on the recommendations of an ophthalmologist in accordance with the characteristics of the general development and visual perception of children. This work should begin with determining a place in the classroom for each child with a vision pathology. If you have photophobia, the child should be seated so that there is no direct irritating light into the eyes. Children with low visual acuity take first place. With convergent strabismus, the child should find a place in the center. If the sharpness of both eyes is different, the child is placed with the better seeing eye closer to the center, to the teacher.

During classes, it is recommended to use special visual aids of certain sizes: larger ones for frontal demonstrations and strictly differentiated individual ones, corresponding to the indicators of the child’s basic visual functions and visual pathology.

When demonstrating color images, certain requirements must be met: you need to use bright, saturated, contrasting, pure, natural colors. This is especially important in the initial stages of working with a child, when visual perception suffers due to the lack of a standard for the presented object, the lack of “past experience.”

When showing didactic material and visual aids, the teacher must take into account not only its size and color, but also the contrast of the background on which it is located; more often use an outline for a particular object or a pointer.

In a preschool institution, during the process of education and training, a significant load falls on the child’s visual perception, therefore it is necessary to limit his continuous visual work according to his age and visual capabilities.

An obligatory part of any lesson with children with visual impairments is physical education, during which it is necessary to carry out special gymnastics for the eyes.

For example:

“Pinocchio stretched (children stand on their toes, raise their hands and look at their fingertips), turned right, left, looked down, looked up (without turning their heads, look right, left, down, up) and sat quietly in place.”

Sometimes, against the background of general strengthening exercises, exercises aimed at improving blood circulation in all structures and membranes of the organ of vision should be used.

For example:

“The wind is blowing in our faces (children often blink their eyelids), the tree is swaying (without turning their heads, they look left, right), the wind is quieter, quieter, quieter (slowly crouches, eyes lowered) the tree is higher, higher (stand up, raise their eyes up)"

Special correctional lessons for the development of visual perception by typhlopedagogues are conducted according to methods developed by L.P. Grigorieva. and Stashevsky S.V.; Plaksina L.I.; Grigorieva L.P., Bernadskaya M.E., Blinnikova I.V., Solntseva O.G.

The course of special correctional classes by a typhlopedagogue on the development of visual perception consists of several stages. At each stage of learning, its own problems are solved; children are offered tasks of a certain level of complexity. At the initial stage, the typhlopedagogue teaches children:

Fix your gaze on a toy or object.
Identify them and recognize them among others.
Follow their movements with your gaze.
Identify the main visually perceived features (such as color, shape, size)

Gradually, with the development of children’s visual abilities, the tasks that the typhology teacher sets for himself become more complicated (21).

Classes of a typhlopedagogue on the development of visual perception in preschool children with strabismus and amblyopia are closely related to the treatment and rehabilitation process. Thus, at each stage of a child’s treatment (pleoptic, orthoptic, stereoscopic), appropriate didactic material is used in correctional classes, special games and exercises are conducted to help strengthen the results of hardware treatment (17).

During the period of pleoptic treatment, the typhlopedologist includes games and exercises in classes that help activate the activity of the amblyopic eye. Tak offers children tasks in which he teaches them to distinguish color, shape, size of objects and images using vision; tasks related to tracing a contour using tracing paper, an exercise with small mosaics, and a construction set.

During the period of orthoptic treatment, the typhlopedagogue conducts a special exercise with children to prepare for treatment on the Synoptophore, exercises that consolidate the results of treatment on this device. For this purpose, children are taught, for example, to superimpose one image on another, to match a color image to a contour or silhouette image, precisely combining them.

At the stage of stereoscopic treatment, the typhlopedagogue conducts games and exercises with children to visually measure the size of objects, determine their distance, the distance between them, etc. for example, games such as “Arrange toys by size”, “Arrange geometric shapes by size”, “Roll the ball through the collar”, “Throw a ring”, etc.

Much attention in the typhology teacher’s classes on the development of visual perception is paid to developing in children an understanding of the role of vision in human life. This is associated with specific situations in the lives of children. So, for example, a typhlopedagogue invites children to look at a toy, assemble a pyramid or build a house out of cubes (first with the help of vision, and then with their eyes closed), look around them, look at another child, find the way from the kindergarten to the site. The teacher explains to children that it is their eyes that help them see and recognize everything around them, correctly complete a task with a toy, and choose the direction in which to go. Gradually, children begin to understand the role of vision in their lives.

It is also necessary to give children an idea of their own visual abilities (how they see without glasses and with glasses). For example, a typhlopedagogue suggests that the child examine a toy, look out the window, first without glasses, and then with glasses. The child’s attention is drawn to what he saw in the first and second cases, and he is asked to talk about it.

The typhlopedagogue helps the child to realize that without glasses he cannot see a number of signs of objects, some details, structural features of objects, etc. children are brought to an understanding of the need to wear glasses and undergo treatment with devices.

During classes on the development of visual perception, the teacher introduces children to the rules of vision protection (maintaining the correct posture when looking at pictures, the ability to correctly use additional lighting).

The most important task is to teach children how to properly use and assist their vision. This is how a typhlopedagogue teaches children:

Be careful when looking at toys.
Forms an algorithm for visual perception (teaches to consider them in a certain sequence, according to plan)
Listen carefully to the teacher’s verbal descriptions.
Develops coordinated eye and hand movements in children.
Children are also given the idea that visual information about the world around them must be supplemented with that which can be obtained through hearing, touch, and motor-tactile sensitivity.

It is necessary to note the role of verbal regulation of the visual perception of children by the teacher. This helps to direct children’s viewing of a toy or object according to a certain plan, consistently, correct and activate it. For this purpose, the teacher asks children questions, uses verbal instructions: “What is the name of this toy?”, “What color is the toy?”, “Look at the toy carefully,” “Look at the outline of the toy,” “Find the parts of this toy with your eyes, name them,” “What shape is the toy?”

An indispensable condition for the success of the teacher’s work on the development of visual perception is the active inclusion of the children’s own speech in the process of visual examination (teaching children to verbally describe their visual impressions). This is necessary for children to comprehend the information received through vision, analyze it and consciously use it in various types of independent activities.

Thus, during special correctional classes on the development of visual perception in children, they form:

Ability to rationally use impaired vision.
Receive information about the environment with its help.
Accompany visual perception with perceptions of other modalities.
Develop mental activity and cognitive activity of children.

2.3. Forms and methods of organizing psychological assistance for the development of visual perception.

The main means of managing the development of visual perception of a child with visual impairments is to teach him ways of seeing. In the process of special education, the teacher uses all general didactic methods:visual, practical, verbal.The choice of the leading method depends on the stage of training, and the nature of the use of additional ones (at this stage of training) depends on specific didactic tasks and on the way in which children can learn program material (visual, practical, verbally).

The specificity of using general didactic methods in the process of targeted development of visual perception is that a mandatory component of each didactic method is one or another technique of the practical method.

In the classroom, in the process of solving a specific didactic task, the teacher uses one or more teaching techniques or additional methods. At the same time, the didactic techniques of different methods are closely intertwined and correlated with the technique of the practical method.

IN visual methodIt is possible to identify a number of techniques aimed atformation of a holistic imageand training in operating them.

Techniques for demonstrating the object of perception:

Demonstration of an object of perception for the purpose of familiarization with the subject;

Consistently tracing the contour of an object of perception in order to train both the holistic perception of the object and the identification of its characteristic parts;

Isolating an object of perception from a set or part of it from a whole using a pointer, graphic means, and contrast in the background of the demonstration to maximize the concentration of the child’s attention on the object and keep this object in the field of view for a long time.

Techniques of the visual method aimed atformation of a way of perceptionobjects of one generic group, their specific properties and qualities:

Showing the sequence of viewing an object according to the scheme: holistic perception, details of the object, their spatial arrangement, repeated holistic perception;

Display of external actions and operations when comparing objects (application of one to another, superimposition of one on another and their comparison, smooth sequential selection of details of comparison objects);

Isolation (showing with a pointer, graphic means, verbal clarification) in the object of perception of informative features by which it is most quickly recognized;

Familiarizing children with the perception algorithm. In his activities, the teacher uses visual didactic material, which helps him more fully solve the objectives of the program for the development of visual perception.

To the techniques of verbal clarity,aimed atillustration of program material By The development of visual perception should include the teacher reading poems, nursery rhymes, descriptive riddles, etc. before or as children complete tasks. In addition, the methods of verbal clarity include a sample description of a particular object, its properties and qualities.

Quite often in classes on the development of visual perception, the teacher uses instructions as a method of verbal method. Instructions are used when children mainly present the content of their activities.

For formation of ideas about objects and phenomena of the surrounding world,especially when the teacher identifies and clarifies existing knowledge, communicates new information, teaches simple reasoning, and applies one of the basic techniques of the verbal method - conversation. Widely used as teaching methods are questions to the children. With their help, children's knowledge is tested. Questions should be asked in such a way that they involve reflection: children should compare objects of perception with each other and establish cause-and-effect relationships.

As the task progresses, the teacher gives instructions, directing with individual words or phrases the mental, visual or external practical activities of children. “Instructions include the following remarks: “prove”, “think”, “compare this”, “examine”, “look more carefully”, “follow the pointer with your eyes”, etc.

In the learning process, the following methodological technique is often used:verbal dictation.

TO practical methodThe organization of various types of visual, mental, and external practical activities of children should also be included. The content of these tasks are tasks that place strict demands on perception. Psychologists include such tasks, firstly, practical tasks that require specific consideration of certain properties and relationships of objects, and, secondly, tasks educational, providing for the need for qualitative and quantitative characteristics of these properties and relationships. The main tasks of perception aresearch, detection, discrimination, identification and reflection objective nature, external properties and relationships of objects. Such tasks constitute the main content of tasks in the process of development of visual perception.

Depending on the stage and learning objectives, the teacher selects tasks, focusing not only on their content, but also on the possible nature of their solution by the child. Moreover, the nature of the solution to the problem must be embedded in the task itself.

2.4. Planning work on the development of visual perception.

The development of children's visual perception is realized during frontal and individual work carried out during correctional classes provided for by the curriculum.

The content of frontal work on the development of visual perception is determined by the presence of specific difficulties that arise in children of this category in the process of carrying out practical and cognitive activities. The program content of each lesson is determined by its type, that is, a certain focus of the tasks, which ultimately makes it possible to realize the main goal of the lesson. The classification of difficulties that arise in this category of children allows us to identify the following types of special classes for the development of visual perception:

Classes to improve sensory standards;

Classes on expanding and automating methods for examining objects;

Classes on expanding and correcting subject ideas about objects and phenomena of the surrounding world;

Classes to improve the perception of depth of space;

Classes to improve the ability to perceive a plot image;

Classes to develop hand-eye coordination.

The program content of work on the development of visual perception in each age group includes all of the listed types of activities. However, the proportion of each type of activity changes depending on age-related changes occurring in visual perception and the results of a diagnostic study of the level of its development.

improvement of sensory standardsfor preschoolers with visual impairments is the implementation of the following tasks: expanding knowledge about sensory standards, consolidating ideas about the system of sensory standards; expansion of the ability to use sensory standards at the level of naming, recognition, and operation; formation and automation of skills to use sensory standards when analyzing the properties and qualities of objects; development of sensory operations as part of survey perceptual actions; expansion of ideas about the properties and qualities of objects in the real world.

The program content of classes aimed atimprovement and automation of methods for examining objectsin children with visual impairments, is the implementation of the following tasks: consolidating the ability to recognize objects proposed for perception in different modalities (natural object, three-dimensional model, silhouette or contour image); improvement and enrichment of subject concepts; improvement and automation of skills for complete and consistent visual examination of objects; consolidation of the skill of polysensory examination of objects.

The program content of classes aimed atexpansion and correction of ideas about real world objectsin children with visual impairments, is the implementation of the following tasks: expanding the range of ideas about objects (objects and details) that are difficult for distant perception, as well as objects that are inaccessible to the visual perception of children with visual impairments; objects with a complex structure; the use of compensatory techniques for perceiving objects on a polysensory basis; using targeted perception through algorithmization; consolidation of ideas about objects and phenomena of the surrounding world by including them in new types of activities; correction and replenishment of subject ideas through the use of clarity and the leading role of the word in the perception of objects.

The program content of classes aimed atimproving the depth of spacein children with visual impairments, is the implementation of the following tasks: development of spatial perception through the formation of non-stereoscopic ways of perceiving the depth of space (using techniques of overlap, chiaroscuro, etc.); developing the ability to apply mastered methods of perceiving the depth of space in educational, cognitive and practical activities; development of depth vision, eye, oculomotor functions; activation of operating with ideas about an object during spatial orientation in the surrounding reality; improving the ways of perceiving objects at different distances; formation of the skill of using existing knowledge and skills in free (new) space and in activities with new objects.

The program content of classes aimed atimproving the ability to perceive a plot image,is the implementation of the following tasks: the formation and consolidation of the ability to perceive a plot image in detail, consistently and holistically; automation of the ability to correlate existing subject concepts with images (objects) depicted in the picture; developing the ability to establish cause-and-effect relationships and relationships when perceiving a plot image based on identifying informative features of objects and phenomena depicted in the picture.

The program content of classes aimed atimproving hand-eye coordination,is the implementation of the following tasks: improving the methods of perception of moving objects; development of the skill of following the action of the hand with the eyes; development of the ability to keep a visual stimulus in the field of view when performing a visual task; development of touch and fine motor skills; automation of the ability to use a pen and pencil; developing the ability to draw lines (straight, oblique, curved) from a given beginning to a given end, between boundaries, according to a pattern; developing the ability to connect dots with a straight line; development of the ability to write letters, numbers according to a model and independently; development of the ability to choose a rational method of action when performing graphic tasks.

In addition, it is advisable to expand the program content of correctional classes on the development of visual perception by implementing, along with the identified, additional tasks related to the development of attention, memory, imagination, and speech of schoolchildren with visual impairments.

Specification of program contentindividual lessonsfor the development of visual perception should be carried out in accordance with:

With anamnestic data (degree of vision loss, state of binocular vision, leading eye disease);

With knowledge of the child’s visual functional reserves;

Taking into account the form of occurrence of the violation;

With prospects and stage of treatment;

With the type and severity of accompanying disorders;

With the results of a diagnostic examination of the level of visual perception of each child;

With the general level of development of the child.

The effectiveness of classes for the development of visual perception depends on the teacher’s fulfillment of a number of organizational requirements. Work on the development of visual perception should begin with a comprehensive study of all pupils in the group, with identifying the level of development and visual perception of both the entire group (average indicators) and each individual child. As a result of the work done, the teacher must identify those children who require individual lessons along with frontal ones. The next stage in the teacher’s activity is drawing up a long-term plan, which should include all types of classes. Drawing up a long-term plan should not only be based on general didactic principles (the principle of consistency, systematicity, etc.), but also take into account the level of development of visual perception of each individual child, the conditions of preschool education, psychological, pedagogical and ophthalmological characteristics of children, age-related characteristics of visual perception, the general level of development of the group, etc. Next, the teacher needs to clarify the program content of each type of lesson with both main and additional tasks.

During the next stage, the teacher must focus primarily on the need to combine two types of loads (mental and visual) when performing any task, which ensures the prevention of mechanical vision training, on the one hand, and insufficient visual activity, on the other. The mental load of preschoolers can be achieved by communicating new knowledge, deepening existing knowledge, including mental operations (analysis, synthesis of classification, comparison, generalization), activating arbitrariness of attention, memory when solving problems on visual perception, increasing completeness, accuracy, arbitrariness of perception, using the opportunity to provide the child with an independent formulation of an accessible perception task, etc.

Knowing the level of development of all components of visual perception in each preschooler makes it possible to use a person-oriented approach when determining the type of special lesson and its content.

2.5. Experience in developing visual perception in younger preschoolers with visual impairments

The literature analysis carried out in the first chapter of the study proved the theoretical significance of studying this problem. The purpose of the practical research undertaken after it and described in this chapter was to study the characteristics of the development of visual perception of younger preschool children with vision pathology using methods aimed directly at its diagnosis.

The study was conducted on the basis of GOU d/s No. 2356 of the Southern Administrative District of Moscow in the second junior group. Ten children aged 3–3.5 years took part in it, of which three children with strabismus and amblyopia, three children with hypermetropic astigmatism, two children with threatened amblyopia; visual acuity of children is from 0.5 -1.0.

In our research work, we used diagnostic techniques developed by N.N. Podyakov, L.I. Solntseva, L.I. Plaksina.

The children were offered tasks, based on the results of which it was possible to characterize the visual representations of the objective world of preschoolers with visual impairments:

Find and name the same toy.
Collect a matryoshka doll.
Choose the same shape.
Choose by color.
Compare and name the color
Find big ones and small ones.
Make a pyramid.
Make a turret.
Roll the ball into the goal.
Find round toys.
Take the toy in your right hand.
Guess where they called.

The results of the survey showed that many children found it difficult to complete certain tasks. Some children, due to distracted attention, did not understand the teacher; they lacked knowledge about sensory standards, which is explained by a decrease in visual analysis of the shapes of the object. Many children, having disassembled the nesting doll, were unable to assemble it; they were also unable to assemble the pyramid based on the size of the rings. They needed more time to complete some tasks. They examined the objects for a long time and hoped for help from the teacher.

I level	Level II	Level III
28,2%	39,2%	32,6%

The results were assessed according to three main criteria, which characterized the degree of success in completing the task.

The first level includes children who completed tasks independently without prompting from the teacher.

The second level includes children who completed tasks with the help of a teacher.

The third level includes children with a low level of perception development, who partially completed the tasks or refused to complete them, so they needed the teaching help of an adult in the form of actions according to the model and joint actions, but even after this, the children made mistakes related to completing the task.

The results obtained once again showed the need for organizing and conducting subgroup and individual classes on the development of visual perception with preschoolers with vision pathology.

After carrying out this diagnosis, we conducted individual classes, subgroups on the development of visual perception, aimed at:

The ability to distinguish and highlight the size of objects.
Ability to distinguish and name the shape of geometric shapes.
Ability to distinguish and name primary colors (red, yellow, green, blue).
The ability to correlate sensory color standards with the color of real objects.
The ability to group homogeneous objects based on color.
Ability to see moving objects.
Ability to perform movements at different tempos.

Let us give examples of several didactic games for the development of visual perception in children with vision pathology.

Didactic game No. 1 “Stringing beads of different colors”

Didactic task:learn to alternate beads by color.

Material: 8 beads each of two colors (red and white), of the same size and shape. The diameter of each bead is 2 cm, thin cords with reinforced ends.

Management: The game begins with the traditional arrival of a doll, who brings teaching material for which the children make decorations.

The teacher draws attention to the fact that the beads are of different colors. Having selected 2 beads - white and red, he explains: “this bead is white, and this is red. First we will string a white bead, and then a red one.” Each time the word or color name is accompanied by the display of a bead of a given color tone. Further guidance is carried out as follows: at the beginning, children select and string beads onto a common thread, and then complete the task independently. The teacher focuses the children's attention on the preliminary preparation of the material for stringing: place each pair of beads on the table so that it is more convenient to take the white bead first. Children who quickly and easily complete the task can be asked to string beads of other color combinations - white and blue. The basis for the successful alternation of other color combinations is white, a well-known color.

The teacher helps those who make mistakes: he removes the incorrectly strung beads and invites the child to complete the task slowly, more carefully. As a rule, children enjoy manipulating colorful objects, and it doesn’t matter if one of them has difficulty coping with the task. This joy cannot be extinguished by the requirements of mandatory memorization of colors.

As the task is completed, the teacher, after tying the ends of the threads in a knot, invites the children to approach the doll and give it beads.

Didactic game No. 2 “Pick a figure”

Didactic task:consolidate children’s ideas about geometric shapes and practice naming them. Learn to select them according to the model. Strengthen the skill of examining geometric shapes using tracing and overlay techniques.

Material: demonstration: circle, square, triangle, oval, rectangle, cut out of cardboard. Handout: cards with outlines of five geometric shapes, one shape of each shape the same size as the outlines on the cards.

Management: The teacher shows a circle and, tracing it with his finger, asks: “What is the name of this figure, what is its shape?” He shows an oval and also traces it with his finger: “What is the name of this figure, what is its shape?” He does the same with the other shapes in the following sequence: triangle, square, rectangle. When tracing the figures, you should pay attention to the corners. The teacher corrects children’s inaccurate and erroneous answers. “You have cards on your tables with figures of different shapes on them, and the same figures on trays. Place all the figures on the cards so that they match the ones drawn.”

The teacher asks the children to trace each figure lying on the tray with their finger, then place it on the outline. At the end of the game, the teacher sums it up: “Today we learned how to select shapes by shape and name them - circle, square, oval, triangle, rectangle.”

After a series of classes and individual work, the children were offered tasks, based on the results of which it was possible to characterize the visual ideas of the objective world of preschoolers with vision pathology.

Table of results of visual perception of children of the younger group with vision pathology

I level	Level II	Level III
37,2%	43,5%	19,3%

Compared to the results of the first diagnosis, the first level group (with a high level of visual perception) increased by 9%, the second level group (average) increased by 4%, and the third level group (low) decreased by 13%.

A qualitative analysis of the obtained data underlying the division of children into topological groups allows us to conclude that such parameters are:

Motivating children to complete tasks and overcome difficulties.
Children's level of mastery of visual perception methods.
Pathology of vision.

Having studied the results of diagnostics of visual perception of preschoolers, we can say that the children we examined demonstrated different levels of visual perception because they are at different stages of its development.

Conclusion

The conducted research confirmed its relevance and significance.

Based on the analysis and generalization of modern philosophical and psychological-pedagogical literature, we have highlighted that visual perception is the most important type of perception, providing the most productive learning and ample opportunities to attract a person to socially useful work.

Perception requires not only the readiness of analyzers, but also some experience: knowledge about things and the ability to perceive them. Therefore, the development of perception is a transition from a child’s united, fragmented perception of objects to a dissected, meaningful and categorical reflection of things, events, and phenomena in their spatial and temporal causal relationships. In accordance with this, the characteristics of children’s perception of space and perception of movement are distinguished. A special role in this is played by adult speech, which mediates the development of visual perception. It is the adult who contributes to the socialization of the basic properties of perception: objectivity, integrity, structure, constancy, meaningfulness, apperception.

The diagnostic experiment described in the second chapter of the course work was aimed at diagnosing the basic properties and features of visual perception of children of primary preschool age with vision pathology.

Carrying out diagnostics of visual perception of children of primary preschool age, we came to the conclusion that the development of visual perception is subject to general patterns characteristic of children with vision pathology.

Analysis of the study of the results of the level of development of visual perception in preschool children led to the conclusion that the children we examined demonstrated different levels of visual perception, because are at different stages of its development. This allowed us to identify differentiated groups of children with high, average and low levels of visual perception development, reflecting their individual abilities.

The results obtained once again showed the need for organizing and conducting subgroup and individual classes on the development of visual perception with younger preschool children with vision pathology.

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Introduction

Visual perception is the formation of images and situations of the external world through their direct impact on the eye. In modern science, the concepts of “perception” and “sensory processes” are not identified, which are not initially perception, but become it.

Visual perception is considered not only as a reaction to stimulation, but also as an act of extracting information about events and objects in the external world. It has enormous cognitive significance for the child, guides and regulates his behavior.

Training and education in kindergartens for children with visual impairments is aimed at early compensation and correction of secondary deviations in the development of children, the implementation of therapeutic and rehabilitation work to correct vision, as well as the successful preparation of children for school. The success of solving all these problems depends on solving them in close interconnection. In this regard, the development of vision and visual perception is important, since the inferiority of the first causes insufficient development of the second, therefore one of the special tasks of correctional and educational work in kindergartens for children with visual impairments is the development of methods of visual perception, visual orientation during active exercise and activation of visual functions.

Thus, the problem of research and compensation for visual perception impairments in visually disabled children is extremely relevant and occupies a special place in the field of their medical, psychological and pedagogical rehabilitation.

To develop visual perception, it is necessary to use all types of children's activities: play, work, classes and household activities. This will provide children with the development of practical skills and the ability to use defective vision to meet various vital needs. However, in practice, there is an opinion that classes on teaching visual examination methods should be conducted frontally during the time allotted in the daily routine. Quite often, such exercises are uninteresting and sedentary, which reduces their effectiveness.

All that remains is to identify the most effective type of activity with which you can achieve maximum results. The greatest interest in teaching methods of visual examination in preschool children is caused by play activity, since it is leading at this age period. Therefore, the topic of my thesis is formulated as follows: “Development of visual perception in children 5 years of age with various visual impairments through didactic games and exercises.”

Object of study– the process of development of visual perception in children 5 years of age with various visual impairments.

Subject of study– didactic games and exercises as an effective means of developing visual perception in children 5 years of age with various visual impairments.

Hypothesis – Didactic games and exercises can be an effective means of developing visual perception in children 5 years of age with visual impairments, subject to special pedagogical conditions:

– stages of training;

– selection of special didactic games and exercises, as well as adaptation of games used in teaching children without any deviations;

– taking into account visual loads.

Purpose of the study– development of a system of didactic games and exercises for children 5 years of age with visual impairments.

Tasks :

1. Study and analyze psychological, pedagogical, methodological, medical and special literature on the research problem.

2. To study the degree of visual impairment and visual capabilities of children.

3. Identify the level of visual perception of objects and their images in children.

4. Select didactic games and exercises for children 5 years of age with visual impairments.

5. Systematize didactic games and exercises.

6. Determine the most effective special methods and techniques for managing games in the system of correctional and educational work with visually impaired children 5 years of age.

7. Analyze the results of correctional work.

1. Theoretical foundations of the development of visual perception

1.1 Current state of the problem of the development of visual perception in visual impairments

The problem of research and compensation for visual perception impairments in visually disabled children is extremely relevant and occupies a special place in the field of their medical, psychological and pedagogical rehabilitation.

According to the World Health Organization, in recent decades in all countries of the world the composition of the population of children with visual impairments has changed qualitatively and quantitatively. Due to changes in the etiology and clinical forms of eye diseases, and the constant improvement of treatment and preventive measures, the number of totally blind people has decreased. Due to this, the number of deeply visually impaired (visual acuity 0.05–0.1) and partially sighted (visual acuity 0.01–0.04) increased. Among children who belong to the social category of blind, 77% have residual vision. Compensation for visual perception impairments in these children can facilitate orientation in space, the educational process, job training, and integration into the society of sighted people.

The need and possibilities for compensating for visual perception disorders in children with deeply damaged vision are substantiated in the works of ophthalmologists, neurophysiologists, psychophysiologists, typhlopsychologists and typhlopedagogues. Many of these studies found the negative impact of blindness and low vision on the development of cognitive processes, which significantly limited the natural socialization of children.

Visual perception is the most important type of perception, playing a large role in the mental development of a child, having not only enormous informational, but also operational significance. It is involved in regulation of posture, maintaining balance, orientation in space, control of behavior, etc. The formation of visual perception is the basis for the formation of the organization of figurative forms of cognition at school age.

Our many years of experience in researching children with visual impairments have shown that their characteristics of the state of the visual system and perception can vary widely. This depends on the structure and severity of the primary sensory defect, the duration of deprivation, the state of the central nervous system (CNS), the ratio of levels of intellectual and emotional development, personal qualities, and the degree of pedagogical neglect.

The majority of children sent to special institutions have severe organic damage to the neurovisual system. Along with this, profound visual impairment that is congenital or that occurs in the early stages of ontogenesis leads to the development of sensory-perceptual deprivation, which has a negative impact on the formation of cognitive processes and the child’s personality. The interaction of the organic factor associated with the primary somatic defect and the deprivation factor determines in each specific case the complex clinical picture of the disease of the visual system, as well as various deviations from the norm in the properties of visual perception and other mental processes.

Currently in Russia, the possibilities of preventing visual deprivation in early ontogenesis and preschool age are not sufficiently implemented. This is due to the lack of methods, equipment, specialists and visual rehabilitation centers for young children. As a result, children with severe visual impairments and secondary deviations in mental development come to special schools. In this regard, there is a need to carry out special correctional work aimed at overcoming the consequences of deprivation in preschool institutions for children with visual impairments. For a scientifically based determination of the tasks, content, scope and methods of correctional work, information is required about the psychological characteristics of perception in cases of profound visual impairment.

Many studies characterize the state of visual perception and substantiate a systematic approach to solving the problem of compensating for its impairments in children with low vision, residual vision, and in deaf children with low vision in preschool and primary school age.

1.2 Visual perception as a complex functional system

The idea of visual perception as a complex systemic act is based on the theory of functional systems by P.K. Anokhin, the theory of psychophysiological foundations of mental processes by B.M. Teplova and E.N. Sokolov, theories of the development of higher mental functions by L.S. Vygotsky, the theory of the unity of learning and mental development of the child by P.P. Blonsky and V.V. Davydov, activity theories of S.L. Rubinstein and A.N. Leontiev, theories of systemic organization of mental processes by B.G. Ananyev and B.F. Lomova. In accordance with these theories, visual perception is considered as a process that includes attentional (attention), mnemonic (memory), mental, emotional and other components.

In Russian psychology, visual perception is considered as a complex system of perceptual and identification actions.

At the very first stage of perception, with the help of perceptual actions, an object is detected, distinguished and its informative features are selected. Then they are integrated into a holistic perceptual formation, i.e. a visual image is formed based on a complex of perceived signs. Next, comparison occurs - the correlation of the perceived image with perceptual and verbal standards stored in memory. Assessing the degree of agreement between the image and the memory standard allows for categorization, i.e. decide on the class to which an object belongs.

Thus, visual perception is a complex system activity, including sensory processing of visual information, its evaluation, interpretation and categorization.

The basis of this systemic activity is the primary sensory processes occurring in the visual analyzer. With profound low vision and residual vision, as a rule, the primary sensory processing of object features is disrupted, and this leads to deviations from the norm in visual perception in general. Compensation for disturbances in perception largely depends on the teacher’s ability to teach the child to organize his perceptual activity, ensuring the detection and discrimination of informative features, the formation and recognition of an image of an object.

Visual perception and attention. Perception of the external world is impossible both without attention directed outward and without attention aimed at memory-standard images. Under normal conditions, the visual system combines the features of one object into a whole, without mixing them with the features of neighboring objects. This selectivity is ensured by attentional mechanisms based on spatial proximity.

The microgenesis of visual perception is characterized by a transition from globally adequate perception to perception that is adequate in detail. To successfully implement this process in a child with profound visual impairment, one should pay his attention not only to the general outlines of the object, but also to individual parts and details. The formation of attention determines the development in the child of active forms of perception and the ability to identify significant and essential properties from the environment.

Mnestic and mental processes in the system of visual perception. Memory plays a critical role in sensory-perceptual processes. Mnestic mechanisms ensure the implementation of not only reproduction, but also perception of information about the external world. The complex act of visual perception is based on memory mechanisms. Mnestic processes influence the formation of a perception image, since on their basis the selection of informative features, their memorization, and classification of images are carried out. Recognition of objects is possible only based on a trace (standard) existing in memory, and is inextricably linked with the processes of short-term and long-term memory (CP and DP). At the CP level, information arriving through the sensory channel is compared with standards stored at the DP level.

In case of profound visual impairment, recognition depends on the degree of accuracy, stability of the standard, as well as on individual strategies for retrieving it from memory, which are determined by many factors (intellectual, emotional, personal, etc.).

Modern psychology shows the special role of perception in the development of thinking and the great importance of the level of development of thinking for perception. It has been established that sensory sensitivity increases in the process of solving mental problems. This is explained by the fact that sensory processes are closely associated with mental operations and are activated during problem solving. Thinking acts as the cause of changes in sensory sensitivity.

The connection between perception and thinking is revealed at the stage of image formation, at which the characteristics of objects are distinguished and integrated. Mental operations include comparison of visual images with standards stored in memory, identification and categorization of images. In the process of perception, there is a transition from elementary analysis of sensory data to the formation of generalized ideas.

The close connection of perception with other mental functions determines the hierarchy of levels of formation of a systemic visual image. At the basic sensory-perceptual level (sensation and perception), so-called primary images are formed through the direct impact of objects on the senses. Each sense organ reflects certain properties of objects, which corresponds to sensations of different modalities: visual, auditory, tactile, etc.

Representations (secondary images) arise without direct influence on the senses of external objects; they reflect the same properties of objects that are reflected in sensations and perception. However, when moving from primary to secondary images, their structure may change; Some features are enhanced and emphasized, while others are reduced. Representations combine clarity with generality; most often they reduce the random and emphasize the essential, most informative features. The formation of secondary images contains two trends: detailing and integration, generalization and schematization. Brightness, clarity, degree of detail and other characteristics of images depend on the activity of the subject.

The level of representations includes figurative memory, imagination, sequential images, etc. Figurative memory is the imprinting and subsequent reproduction of sensory-perceptual images. Imagination is the formation of new secondary images based on the combination and transformation of those that are in memory. At the level of ideas, standard images and cognitive maps are formed. Secondary images provide opportunities to go beyond immediate perception.

The speech-mental level of reflection is associated with the formation of concepts and operating with sign systems. The relationship between imaginative processes and logical operations when constructing an image at this level depends on the purpose and objectives of the individual’s specific activity.

So, the systemic image includes all three levels of mental reflection. The regulating role of the image in the child’s learning and behavior will be realized only when sensory data is combined with the rational. An image depleted of sensory data cannot provide adequate, effective regulation of learning and behavior.

A systemic image that performs cognitive and regulatory functions has a number of properties. The main property of an image is objectivity, i.e. the content of the image are objects and phenomena of the external world. The systemic image of the visual modality is formed on the basis of the original sensory-perceptual image (sensation and perception). “Normal practical vision is based not on the abstract visual function, but on the objectivity, situationality of the visual image.”

With normal vision, a holistic image of an object is formed in the individual’s mind. This property of figurative reflection is associated with the mechanisms of memory (sequential or instantaneous comparison of an image with a standard) and thinking (operations of analysis and synthesis).

The influence of accumulated visual experience on the process of perception, the connection of the image with past experience is referred to as apperception. This property is realized as a result of extracting material from memory and comparing it with the events of the current moment.

The level of formation and the volume of past experience determine the property of anticipation - anticipatory reflection, which is based on the ability to make a decision about an object with a certain spatio-temporal anticipation.

The visual image is characterized by the property of constancy, i.e. independence of the perception of an object from changes in lighting conditions, its distance from the eyes, orientation, location and other variable factors.

The generalization of the image is associated with abstraction from random features and elements, the identification of essential properties and connections of the object and, on their basis, assigning it to a certain category. The property of generality depends on mental operations: analysis-synthesis, comparison, abstraction, generalization.

Thus, objectivity, integrity, structure, apperception, anticipation, constancy, generality are not initial properties, but arise in the process of formation of visual images in ontogenesis.

1.3 Visual perception and its informative features

With the help of the eyes, a person perceives illumination (lightness), color, size, shape, determines the movement and direction of objects when moving, and orients himself in space.

Perception of the shape of objects

The main feature of an object, its sensory content, is its form. Numerous studies by domestic scientists on issues of perception allow us to conclude that most of them highlight the shape of an object as the most informative feature.

Physiological studies on the perception of objects by children indicate that the perceived object consists of signs of unequal physiological strength. The secret of the physiological mechanism of perception lies in the inductive inhibition of the weak component by the strong one. Form is one of the physiologically strong components of an object stimulus; it is closely related to content. In the form, children look for properties, qualities that characterize the object. The shape of an object is divided into geometric shapes: circle, square, triangle, oval, rectangle, etc. The geometric parameters of the shape are: dimensions, angles between linear and planar elements, straightness and curvature of the boundaries of the shape. All this characterizes the dynamism, staticity and dimensionality of the form. Visual perception of elements and geometric parameters forms a corresponding image of objects. In terms of its content, the study of the shape of objects is associated with indicative, search, perceptual-identification and logical operations of various natures. The visual system must be able to distinguish not only the boundary between the object and the background, but also learn to follow it. This is done through the eyes, which, as it were, secondary highlight the contour and are a necessary condition for creating an image of the shape of an object. The visual perception of the shape of an object is influenced by: the size of the object, the distance to the eyes, illumination, the contrast between the brightness of the object and the background, etc.

Cognition of form involves the activation of semantic perception, the formation of ideas and the development of thinking. (Ermakov V.P., Yakunin G.A. p. 65).

Perception of the size of objects.

An important condition for perceiving the size of objects is the ability to simultaneously view them. The ability to look at an object depends on the child’s field of vision. The size of the object and the distance from which it is viewed depends on the level of development of the motor functions of the eye. To do this, it is necessary to create conditions that would allow children to purposefully observe objects, processes and phenomena of the surrounding reality. An important role is played by the use of special exercises aimed at developing the perception of sizes, magnitude relationships, assessment of distances, directions, etc.

Perception of color and contrast.

Important informative features in objects and images are color and contrast. The color is fixed visually and remains in the child’s mind for a long time. At the stage of object detection, color is a signal that attracts the child’s attention. Even an ordinary spot of color stimulates the visual response. At subsequent stages of perception, color serves as a means of highlighting the color and three-dimensionality of an object and connecting it with the outside world.

Color, as an objective property of handicap, has great emotional expressiveness. First of all, all shades of the spectrum are emotionally associated with the sensory perception of body temperature. Thus, red, orange, yellow colors are associated with warmth; green, blue, blue, violet - with cold. In addition to conveying the sensation of heat and cold, color actively influences the child’s mood. For example, red excites and mobilizes, while green and blue calm.

The presence of color vision plays a big role in the identification of objects and images, allows you to better distinguish the details of objects and perceive a large number of informative features.

The selection of illustrations using tonal-contrast scales, the correct use of red, yellow, green and blue colors in images, the use of many colorful visual aids contribute to a more correct identification of visual elements, highlighting in them informative features inherent in objects and phenomena of the surrounding reality.

Perception of movement.

The perception of motion is a reflection of the changes in position that objects occupy in space. When an object is detected on the periphery of the visual field, a reflexive turn of the eyes occurs, as a result of which the image of the object moves to the central visual field, where the object is distinguished and identified. The main role in the perception of movement is played by the visual and kinesthetic analyzers. The movement parameters of an object are speed, acceleration and direction. The child receives information about the movement of objects in space in two different ways:

1. directly perceiving the act of movement;

2. based on inference about the movement of an object.

With the help of vision, information about the movement of objects is obtained in two ways: with a fixed gaze and with the help of tracking eye movements.

1.4 Formation of visual perception in children with normal vision

In accordance with the concept of L.S. Vygotsky (1960) ontogenesis of perception is a systemic process that is carried out only on the basis of a combination of organic maturation and learning. At the lowest genetic stage of ontogenesis, interfunctional relationships develop between perception and memory (perceptual-mnemonic systems), which allows adjustments to be made to the process of image formation based on past experience. At the highest genetic stage, in adolescence, perception is combined with conceptual thinking, ensuring its meaningfulness and categoricality. New qualitative features of perception arise only through its interaction with other mental functions.

During ontogenesis, the child’s sensory-perceptual organization is formed, connecting different sense organs into a single functional system. The leading role in this system is played by the visual analyzer.

In a child with normal vision, when the eye is exposed to various visual stimuli, the neuronal structures of the visual system mature. The development of perception as a complex systemic act takes a long time - from birth to 15–18 years. This is due to progressive morphofunctional changes in the cerebral cortex in the period from birth to 18–20 years. Constant modification of brain tissue at the neural level under the influence of the external environment is considered plasticity. The retina, subcortical visual centers and primary (projective) visual cortex have the greatest plasticity in the early periods of life. Based on the plasticity of neural ensembles, under the influence of early sensory experience, fine tuning of neural connections is developed, ensuring the perception of shape, movement, depth of space, etc.

As already mentioned, the formation of a hierarchical ensemble organization of the cerebral cortex depends on the structural and functional maturation of the apparatus of interneuron connections. In accordance with morphological data, this process takes a long time in ontogenesis, up to 18–20 years. Therefore, neocortical ensemble organization reaches a mature level at the age of 18–20 years. Thus, unlike neural connections in the primary visual cortex, which are formed at an early age, connections in the projection and association areas of the cortex mature much later. Based on these data, it can be assumed that the plasticity of intercentral cortical interactions at school age is high.

A psychophysiological study of the ontogenesis of visual perception in children with normal vision revealed an increasing heterochronic involvement of associative areas of the cortex in the analysis of visual information with age and an increase in their influence on the projection visual cortex. These works present experimental data characterizing the periods of ontogenetic development of visual perception. In humans, the most intense morphofunctional maturation of interneuron connections, cortical-subcortical relationships in the projection system (retina, subcortical centers, visual cortex) occurs at the age of 2–3 months and does not end by 6 years. During this period, the formation of the projection system ensures the formation of mechanisms that implement the identification of simple and complex features of objects. From the age of 6, the system of intracortical connections becomes more plastic and widespread and specialized involvement of the posterior and anterior parts of the associative areas of the brain occurs in the perceptual activity. This determines the formation of complex perceptual actions, the mechanism for correlating the image with the standard; prerequisites are created for constructing adequate images of any objects. From 6–7 to 9–10 years, intensive maturation of intercentral connections of the cortical areas of the brain occurs. This age is considered critical, or sensitive, for the development of a holistic perception of complex images and situations. Further improvement of interneuronal connections in the projection system, interaction between the projection and associative areas of the cortex, and intercentral cortical relations continue up to 18 years. A systemic interaction of various cortical areas of the right and left hemispheres involved in cognitive activity is formed. The intracortical integration of visual projection and associative areas is enhanced.

The ontogenetic development of visual perception is associated not only with the maturation of the anatomical and physiological organization of the visual analyzer, but also with the content of the activity during which it is realized. The importance of a child’s activity in the process of activity is great for the formation of perceptual actions during sensory learning. Perception is considered as an active predictive activity of the brain associated with objective activity. Formal (subject) vision is provided by the mechanism of information processing in the visual analyzer only in close connection with specific subject activity. The development of visual perception is determined by the active activity of the child, his communication with adults, and the social environment.

1.5 Psychological features of the process of perception of the surrounding world by normally sighted children

Perception is the leading cognitive process of preschool age, which performs a unifying function:

– firstly, it combines the properties of objects into a holistic image of the object,

– secondly, it combines the properties of objects into a holistic image of the object, coordinated work on processing and obtaining information,

– thirdly, perception combines all the experience gained about the world around us in the form of ideas and images of objects and forms a holistic picture of the world in accordance with the child’s level of development.

A correct understanding of reality ensures the successful accumulation of new knowledge, rapid assimilation of new activities, adaptation to any new environment, the child’s self-confidence and high level of activity, accelerated mental and physical development. The essence of the perception process is that it ensures the receipt and primary processing of information from the external world: recognition and discrimination of individual properties of objects, the objects themselves, their features and purpose. Perception helps to distinguish one object from others, to distinguish some objects or phenomena from a number of others similar or dissimilar to it.

Any information comes to us through the senses: eyes, ears, nose, tongue, body. Each sense organ receives its own specific type of information. And in the real world, each object can have different types of information (different properties). The role of perception is that it combines all the properties of an object and forms our idea of the whole object with all its properties. Even when an object is removed from us, we can imagine it again by smell alone. When we first meet an object, an “image” of it is formed, which we can mentally recreate. It will not be very accurate, but schematic, or some one property will stand out - then the “image” of the object will be called a representation. As knowledge about the subject accumulates, the idea will be accumulated, refined, as if restored and approached in accuracy to the subject itself. When ideas are inaccurate and incomplete, a person may confuse objects, not recognize them, and will not be able to use them correctly. The task of developing perception is to form in the child a correct idea of surrounding objects and phenomena. How to do it?

The main condition is to teach the child how to operate with these objects. And not just any actions, but those that help the child discover the basic properties of an object, its purpose, and features. These actions are called perceptual or perceptive, exploratory. In order to facilitate or speed up the process of forming ideas about the world around us, it is necessary to teach the child basic actions and rules of perception. When the child masters them, he himself, without the help of adults, will study objects and phenomena and obtain correct ideas about them. At the first stages of the development of perception: at the beginning of the preschool period, when perception is objective and the child has not yet separated its properties, perceptual actions are primitive and immediately turn into performative actions in influencing the object: grabbing, throwing, manipulating. Therefore, the image of an object that is formed in a child approximately reflects the object; it is not dissected, that is, individual properties, details, parts, and features of the object are not distinguished. The child confuses objects and may not recognize a familiar object if it is turned or only part of it is shown.

In further development, the child masters complex perceptual actions that allow him to identify the properties of an object; the number of such examination actions increases when acting with objects. The child begins to look at objects, touch them with his hands, first with a brush, and then with his fingers, stopping at distinctive details. An adult teaches a child such perceptual actions as applying objects to each other for comparison, superimposition, and measurement. Thanks to various perceptual actions, the image of an object becomes differentiated, that is, details, parts, and features of the object are highlighted in it. The image is closer to the real object. The idea of an object is enriched by the name of its properties, information about the purpose of the object, possible varieties of the object and other information.

In an older preschooler, the perception of objects and phenomena is based on a system of perceptual actions and a system of standards with which the child compares objects. The nature of perceptual actions changes, the proportion of visual examinations in them increases, and only in difficult cases and with unfamiliar objects does the hand participate in the examination. The child can already mentally perform some motor actions: turning over an object, applying, measuring. Such complex actions help to form a more detailed image of an object, where all properties and details are in a certain relationship with each other, then the image is called systemic. The child becomes observant, noticing the slightest differences.

Perception becomes a mental process, more and more carried out in the mind, almost instantly perceptual actions are curtailed, performed inconspicuously and quickly. The child quickly recognizes familiar objects and notices their differences and similarities. Then they say that perception has become an internal process. Perceptual actions that are performed in the mind create the conditions for the formation of thinking. Thinking is already aimed at knowing the external features of objects and phenomena, and at knowing the hidden connections between objects and phenomena, their internal features, complex relationships between them, such as cause and effect, functions of objects, generic and species connections, etc.

All of the above justifies the need to use a special system of methods aimed at compensating for the described perception disorders in children with low vision.

2. Methodological basis for teaching children with visual impairments

2.1 Training in visual examination in the formation of cognitive activity in children with visual impairments

Children with a wide variety of diagnoses and anomalies are admitted to specialized institutions for children with various developmental disabilities. However, they have a common feature for all: delayed intellectual development, a relatively low level of cognitive abilities. This should not be mistaken for mental retardation. This is a natural consequence of incomplete, distorted, inaccurate information underlying cognitive activity.

In practice, one has to deal not only with an inaccurate, distorted perception of the surrounding reality. Often a verbal premise that directs the child’s attention to a particular object turns out to be an empty phrase, since behind the word there is not only a concrete, but even an approximate visual image. Often students, even during direct instruction, look in the wrong direction or at the wrong thing. Directing their gaze to the indicated place, children perceive not an object, not an illustration, but only a certain colored spot. This happens not because they cannot see or discern, but because their visual attention at this moment seems to be asleep: the child has neither the desire nor the desire to see, to peer. The basis of this reluctance most often lies in the inability to peer and examine. Because of this inability, an object is often perceived in silhouette, without detail, undifferentiated, which leads to errors in recognition.

Due to the inability to look, due to the reluctance to peer and examine, visual perception turns out to be superficial, the visual image is distorted and inaccurate. Consequently, the image-word connection is broken. A fuzzy, inaccurate, approximate representation does not arouse interest in the subject, phenomenon, or action. Curiosity, the quality necessary for mastering basic knowledge and skills, decreases.

In order to carry out training according to the Educational Program in kindergartens, in order to prepare children for studying at school, it is necessary to select a system of techniques and teaching methods that would equip them with visual examination methods, would help them not only use a visual analyzer, but also maximally process visual information necessary for understanding the surrounding reality.

Stage 1 - direct training. In order to attract children's visual attention, an object or its image is shown as if in isolation against a colored (contrasting) background. The teacher names the object and traces its outline with a pointer, directing the children’s gaze precisely at this object with a movement, helping to perceive a generalized image of the object. Having once again circled the object or its outline, naming one or two generalizing features, the teacher points out the details with a pointer, naming them, emphasizing their connection with the whole, the harmonious unity of the parts among themselves and with the whole.

Then the teacher points with a pointer and names additional and complementary details of the subject, connecting them in logical unity. The teacher then again reproduces the general appearance of the object, but not schematically, relying on the most striking, expressive features, but with detail, drawing the children’s attention to, albeit small, but characteristic features.

Depending on the level of development of children, their preparedness, mastery of methods of viewing, this gradation in teaching children can be carried out over time (several lessons or several observations in everyday life), can be carried out within one lesson or even part of it. The first stage is the initial form of training. It can continue until the children master it, i.e. will not learn to fix visual attention on a given object.

Stage 2– the beginning of the child’s action (preparation for independent visual action). The teacher names the object, and the child shows it. At this stage, it becomes possible to check the child’s level of visual attention, the opportunity to correct a mistake, and clarify the visual action.

The teacher names the object, and the children (each on their own illustration or object), in the sequence indicated by the teacher, trace the outline of the object with a pointer. Then, again at the teacher’s command, the children trace the details with a pointer, clarify their place, relative position, etc. and, finally, by combining the details, children connect everything into a single whole object.

Stage 3 – independent visual examination by the child of an object or its image. The teacher only controls the accuracy and unity of the word and the object (or the details of the object). Training at this stage also consists of four stages. The child himself names the object and traces its outline with a pointer, names the details himself and shows them himself. Training in the first three stages is best done on the same subject or on the same illustration.

Stage 4– transfer of the mastered action to other objects. The more objects accumulate in a child's visual experience, the less direct learning there is. The need for the first, training stage is gradually disappearing.

Stage 5– the ability to isolate a given object from the reality surrounding it (both in the illustration and in the object environment). The child's word and pointer movements must be very precise. The child must first strive to isolate a given object from the surrounding reality, and then connect it with it, find and clarify its required place.

Stage 6- the result of all previous work, because at this stage the child must already do without a pointer, only reflecting his vision in word or action, verbally clarifying, defining the existing visual image.

Thus, complex, long-term work on developing a method of visual examination is very helpful not only in substantive, but also in complex decorative drawing, and helps in training in all sections of the Program. In addition, it promotes the active development of speech: the formation of the semantic side of speech, phrasal speech, etc. (Rubashkina L.S. p. 85).

2.2 Corrective work on the development of visual perception of children with visual impairments

Training and education in kindergartens for children with strabismus and amblyopia is aimed at early correction and compensation of secondary deviations in the development of children, the implementation of therapeutic and rehabilitation work to correct strabismus and amblyopia, as well as the successful preparation of children for school. The success of solving all these problems depends on solving them in close interconnection. In this regard, the development of vision and visual perception is important, since the inferiority of the first causes insufficient development of the second, therefore one of the special tasks of correctional and educational work in kindergartens for children with visual impairments is the development of methods of visual perception, visual orientation during active exercise and activation of visual functions.

To develop visual perception and activate visual functions, it is necessary to use all types of children's activities: play, work, classes and household activities. This will provide children with the development of practical skills and the ability to use defective vision to meet various vital needs.

An integrated approach to organizing mathematics classes involves not only vision exercise, development of visual abilities and the formation of mathematical concepts, but also ensures the development and active inclusion in the process of cognition of intact analyzers and speech as effective means of compensating for visual impairment. The polysensory nature of the reflection of the surrounding world contributes to more complete knowledge, clarification and enrichment of ideas and the formation of holistic images adequate to reality.

The formation of a holistic and complete perception is an important task in the development of cognitive activity of children with visual impairments. When teaching such children, it is necessary to use exercises to develop methods of visual perception, examination, and identification of qualitative, quantitative and spatio-temporal signs and properties in the objective world, which are the basis of elementary mathematical concepts. Tasks and exercises to activate visual functions and develop visual perception serve not only the formation of perceptual actions, but also contribute to the formation of the child’s thinking. The complexity of mathematics classes ensures that children are active when examining, examining and visually identifying the signs and properties of objects. And at the same time, they develop visual attention and visual memory.

Let us consider, using specific examples, the combination of tasks of forming elementary mathematical concepts, correcting secondary developmental deviations, and therapeutic and educational work in mathematics classes in a preparatory kindergarten group. For the exercise of composing a number from two smaller numbers, you can offer the task of tracing along the contour of object images of the appropriate size and quantity. For example, to make the number five, you need to circle three squares and two pyramids. In the process of tracing, vision is actively exercised, and ideas about numbers are consolidated. In the same lesson, if some children with myopia need a protective visual mode, they perform a similar task with objects or toys. By interacting with these objects, children, with the help of a teacher, clarify their characteristic features and properties, which helps to enrich children’s visual impressions.

When teaching comparison of two sets of adjacent numbers, you can use drawing along a contour, laying out numbers from geometric shapes, real objects, toys, shading ready-made contour images, etc. For example, two stripes are drawn on a sheet of paper. On the top strip you should draw five squares, on the bottom – six circles, compare the numbers, equalize them by drawing one square with a sixth circle, etc. In this task, the tasks of forming counting activity and active exercise of visual functions were solved: highlighting, tracing, fixing, etc., since drawing geometric shapes and drawing straight lilies provide a visual analysis of the shape of objects and spatial orientation on a microplane. In addition, the inclusion of drawing helps to consolidate visual skills and is an exercise for the hand in preparation for writing at school.

Tasks for developing visual abilities and developing the ability to measure objects of different sizes and objects of the surrounding reality can be widely used in mathematics classes. Let's illustrate this with an example. Children are asked to outline three different sized images of fish. Placing them in one row. Then, under each fish, children draw a rectangle (aquarium) corresponding to the size of the fish. You can give various options for such tasks. When children select houses and nesting dolls, the illustrations for the pages of the book correspond to the size of the book. By using various sets of inserts in mathematics classes: balls are inserted into holes, geometric figures into slots, pencils of different sizes into their cells, etc., it is possible to provide conditions for the formation of visual abilities and ideas about the size of objects.

Children with visual impairments have difficulty counting objects in a large space, arranged in a circle, in several rows, and in a disordered state. To develop the skills of correct orientation and visual exercise, children should be encouraged to count surrounding objects and objects: toys, furniture, dishes, etc. Communication with the real world during counting activities enriches children's visual images.

To understand spatial relationships and features, you need to practice placing various items and objects on a micro- and macroplane. Such tasks can be in the nature of visual and oral dictations, when children, following a model or verbal instructions from the teacher, place, draw, and arrange objects.

The widespread use of outdoor games, movement and orientation according to given patterns in accordance with light, sound signals and the teacher’s word ensures the formation of practical orientation in space.

To develop ideas about the shape of objects, their spatial arrangement and the formation of laying out and design skills, you can invite children to lay out simple object images and plots from counting sticks, matches, natural materials, and geometric figures: a boat, a flag, a house with a fence. When constructing such objects, ideas about counting, number, connections between elements in a set, and the independence of number from its constituent units and their spatial arrangement are reinforced. The use of construction in mathematics classes helps to clarify, concretize and enrich visual impressions of the shape, size, spatial arrangement of real objects in the surrounding reality and the development of creative imagination.

To increase interest in tasks and enrich the visual experience of children in the classroom, it is necessary to use a variety of illustrative material, while in order to enrich ideas about three-dimensional features and properties of objects, it is necessary to use three-dimensional objects more often. Counting and grouping many phenomena and objects: the sound of a pipe, the blinking of a lamp, leaves on a branch, flowers in a vase, buttons on clothes, holes on a shoe - enriches the sensory experience of children with visual impairments.

Depending on the state of vision and the period of rehabilitation work, assignments in mathematics classes when selecting visual and illustrative material, visual loads and methods of performing the practical content of assignments should, if possible, be individual in nature. In order to develop visual-perceptual control in the drawing process, contours and stencils have become widespread in mathematics classes. The use of contours and stencils allows you to consolidate and clarify ideas about objects and their shape; form correct visual-motor ideas about the method of its representation; correlate the image action being performed with the shape of the depicted object. Which has an important correctional value.

To increase the effectiveness of the development of visual-spatial orientation skills, didactic games, exercises and outdoor games were successfully used. Separate mathematics classes were held on the city street, in the kindergarten area, in the park and in various rooms of the kindergarten, during which children were guided by the identification of various mathematical phenomena in the surrounding life. The use of exercises to activate and correct vision and visual perception in the practice of education and training in mathematics classes and other types of classes and children's activities preserves children's free time for games and household activities. The penetration of mathematical knowledge and concepts into children's games and free activities is possible when children learn to see mathematical signs and properties in the world around them.

Readiness to teach mathematics at school consists precisely in awakening interest in it as a science that reflects existing reality in its logical connection, dependence, and conditionality. The development of ideas about the shape and size of objects in children with visual impairments is determined by the state of vision. A study of the characteristics of the development of ideas about the shape and size of objects in children with strabismus and amblyopia showed that even in the fifth year of life they have not developed the actions of differentiation, identification and correlation of the shape of sensory standards (geometric figures) with the shape of real objects and their images.

It has been noted that the tactile-visual method of identifying and analyzing shape, compared to the visual one, allows children with visual impairments to more successfully analyze the shape and size of objects. This indicates the need to actively include other types of perception in the process of visual perception: tactile-motor, visual-motor, etc. At the same time, it is necessary to teach children methods of examination, comparison, analysis, correlation and classification of the shape and size of objects as their main characteristics.

A decrease in the level of perceptual actions with a visual defect affects children’s mastery of program material on the development of children’s ideas about the shape and size of objects. In this regard, it is necessary to carry out special correctional work in classes and in everyday life.

In mathematics classes, work should be done to correct visual representations, form sensory standards of shape and the ability to correlate these standards with the shape of real objects in the surrounding reality. The exercises are aimed at developing in children the ability to identify, differentiate, and classify groups of objects according to their characteristics: shape and size. Many of the proposed tasks are closely related to treatment and rehabilitation work to correct strabismus and amblyopia. Since children are encouraged to practice tracing along a contour, a stencil, through tracing paper, object images and geometric shapes. In the process of performing such tasks, various visual functions are trained: central vision, tracking, localization, fixation, etc. But this is not the main goal of the task, since the task of developing visual perception and the formation of elementary mathematical concepts is mainly solved.

When mastering ideas about the shape of geometric figures, tasks are given to develop visual analysis skills and the ability to modify, create, transform geometric figures, and create others of different sizes from several figures. Children learn to correlate the shape of geometric shapes with real objects in the environment, which helps enrich their visual-sensory experience. For example, in a task for the formation of the concepts wide-narrow, long-short, you can ask children, depending on the size of the object (car, bicycle, motorcycle), to draw paths of the appropriate width, and, depending on which of these cars you can go further and faster, draw paths of different lengths.

Thus, the proposed tasks show how the development of elementary mathematical concepts can be closely related to the formation of a visual image, its clarification, enrichment, and differentiation. The formation of ideas about the size of objects, the ability to measure their length, width, height, thickness, etc. are an important aspect of preparing preschool children for studying mathematics at school. Children must learn to understand the relationship between a whole object and its part, to correlate the parts of a whole object obtained by dividing and the relationship of magnitude between half and a quarter of an object. Children learn to use the skills and abilities to measure objects and their parts using a conventional measure by applying it to the eye. Determining length or thickness, height or width by eye

objects of the surrounding world teaches to evaluate perceived objects and objects by comparing actions known to the child and taking as a conventional measure a string, a ribbon, the height of an adult or child, the length of one’s own step or the teacher’s step. In the process of developing measurement skills, an important place is occupied by the development of the child’s visual capabilities. Observations carried out on children with visual impairments show that the skills and abilities to measure objects are much more difficult for them to develop due to difficulties in visual-spatial orientation.

Decreased visual acuity, impaired oculomotor functions, and lack of stereoscopic vision complicate orientation when performing practical actions. All these features make it necessary to look for conditions that improve the formation of measurement skills based on ocular actions in children with visual impairments.

Before training children with visual impairments in focusing on vision when measuring objects, they should be taught how to measure by superimposing, applying one object to another. After this, children should be taught to measure objects using conventional measures: strips of paper, ribbon, sticks, steps, etc. The process of measuring and dividing objects into parts should be organized with the practical action of the child himself, when he independently, under the guidance or together with a teacher, divides an object into parts, establishes the size of the object, and compares the sizes of two objects with each other. Only on the basis of his own practical actions can a child with impaired vision learn to make verbal conclusions about the dimensional relationships between objects.

It is not always advisable in classes with children with impaired vision to compare objects by their size by eye, since it is difficult for them to identify the existing difference, especially if it is visually indistinguishable. It is easier for such children to compare objects using measuring practical actions.

The mass kindergarten method often uses division of geometric shapes by folding a sheet of paper. For example, to divide a square into two equal parts, children bend it in half. Children with visual impairments find it difficult to bend paper in half and make an even fold. After the fold is made, it is difficult for them to ensure that the halves of the square are equal, because the fold line is visually difficult to distinguish. In order for children with impaired vision to successfully complete this task, they can be asked to divide the square with a drawn line. This division will provide them with more comfortable conditions when visually analyzing the parts of the square. Additionally, when they cut the square into pieces, the drawn lines will provide them with a more effective visual guide.

Exercises on laying out a number of objects in decreasing order of size, correlating objects of the same type with other objects of the same size (fish and aquariums, animals and houses, balls and baskets, etc.) contribute to the accumulation of sensory images of objects and their size.

An important aspect in working with children of senior preschool age when preparing them for school is familiarization with the squared notebook. This is especially true when working with children with visual impairments, since often, due to decreased visual acuity, they have difficulty distinguishing cells in a notebook. It is necessary to give children tasks aimed at ensuring that children understand how a cell is built in a notebook and how to draw on the cells. At the initial stage, children are asked to make a rug out of colored squares, then trace the outline of each square. This way they will learn how a cell is made in a notebook, and that all the cells in a notebook are squares. Drawing in cells, inscribing geometric shapes into cells, using a cell as a conventional measure for depicting an object of the appropriate size - all these exercises contribute to the development of the visual experience of children with visual impairments. And the proposed tasks comprehensively solve general educational and correctional-compensatory problems in the process of teaching children with visual impairments mathematics in kindergarten during the propaedeutic period of preparation for school.

Counting is a socially developed and necessary way of solving problems in the subject area. As a result of the practical action of counting, children learn to understand the quantitative characteristics of various sets of objects in the surrounding reality. The success of learning to count and understand quantity and number is largely determined by how well children know and imagine the world around them.

The experiment showed that in children with strabismus and amblyopia, due to insufficient visual-sensory experience, there is a certain gap between the level of objective-practical actions and verbal conclusions about these actions. So, when determining the number of elements in two sets. Each of which consists of objects of different sizes, many of the older preschoolers, without counting, said that there were more large mushrooms than small ones, although the sets were equal. This indicates that children have undeveloped ideas about counting and their understanding of the independence of number from mass, the size of number units and their spatial position. In this regard, there is a need to develop, clarify, and enrich visual ideas about objects and objects of the surrounding reality. In the process of counting, children must constantly practice identifying various objects, combining them into groups and understanding quantitative relationships and dependencies. For this purpose, tasks have been developed where children simultaneously clarify their ideas about the objective world, learn to understand numbers and counting, and, at the same time, they systematically train various visual functions. For this purpose, drawing, shading, tracing, and working with mosaics are used. The use of these exercises promotes the active development of visual-motor relationships, clarification, and enrichment of ideas. Children learn to correlate their object-practical actions with a given model, to identify the signs and properties of objects, and their quantity. All this contributes to detail, enrichment, clarification of visual images, and since each task is complex in nature, at the same time

General educational, correctional-compensatory and therapeutic problems are solved. Oral and visual dictations are widely used in mathematics classes, the purpose of which is to teach children to listen carefully to verbal instructions and visually analyze a sample of a task, as well as correlate a word with a specific practical action. Let's describe some of them.

1. Divide a strip of paper vertically into three equal parts.

Draw eight circles on the left, six on the right, and seven circles in the middle.

After the practical activity, children must make inferences about adjacent numbers and their relationships.

2. Divide a sheet of paper horizontally into three strips. On the first (top) strip draw seven circles, on the second - one more than on the first, on the third - one more than on the second. After quantitative counting, you can offer an exercise to consolidate ordinal counting, for which it is proposed to shade the fifth circle on the first strip, the sixth circle on the second, and the ninth circle on the third.

3. Circle three pyramids and two butterflies and examine the composition of the number five.

4. Exercise “Name the missing number.” Groups of objects are drawn on the finished cards; you should repeat their number, laying out these objects from geometric shapes and independently depict the missing number (six-eight, five-seven).

Much attention should be paid to the formation of ideas in games, work and everyday life. Children counted items for caring for plants and animals, flowers on window sills, buttons on their clothes, house windows, colored pencils, toys, designs on fabrics, number of steps, etc.

The development of hand and eye movements in children with visual impairments when performing various subject-related practical tasks has its own specific characteristics. Due to visual impairment, difficulties arise in the formation of motor skills. At the same time, there is a decrease in accuracy, speed and coordination of fine motor skills of the hand. Impaired visual acuity, tracking functions of the eye and localization of gaze leads to the fact that children do not have a clear vision of how they perform objective actions and their quality. For example, drawing, cutting with scissors and other similar activities are difficult for children with visual impairments. As a result, there is reduced control over the quality of work when performing objective actions, which hinders the development of visual-motor relationships: analysis, synthesis and interaction of the eye and hand. All this determines the slowness in the development of the motor analyzer in children with visual impairments.

The existing features in the development of visual-motor relationships lead to the need to use special means and techniques when teaching children with visual impairments to ensure the success of mastering visual-motor actions. One of such effective means of helping to improve the quality of practical activities in children with visual impairments is the use of stencils, silhouette and contour images for tracing when drawing in mathematics classes. The proposed tasks show how you can increase the speed, accuracy and coordination of fine motor movements of a child with visual impairments in the process of completing math tasks.

As is known, drawing object images helps to clarify and concretize visual images of objects, their shape, size, color, and tracing the finished outline of an object, moreover, in case of visual pathology, becomes a corrective means of developing the image of an object. For example, drawing, tracing various lines on stencils: straight, broken, intermittent, wavy - enriches children’s understanding of how these lines are formed and how they should be drawn. Here, as in all other exercises where stencils are used, the child’s hand is actively preparing for learning to write at school. An exercise in coloring and shading on a stencil with low visual acuity allows children to feel more confident, because the coloring and strokes will be clear and within the contour.

In the process of systematic exercises in drawing, shading, tracing on stencils, contours and silhouettes, self-control and self-regulation of hand movements develop not only under the control of vision, but also with the participation of touch and tactile-motor sensations. The development of kinesthetic control over hand movement during practical actions (drawing, tracing on stencils) is an effective means of compensating and correcting visual impairment in the formation of motor skills.

Drawing from stencils simple-shaped objects, geometric figures, and rhythmic repetition of the same movements contributes to the regulation of hand motor skills and the development of muscle sense with inadequate visual control. Repeating the same movement when drawing with stencils leads to automation of motor skills, which are the basis for preparing the hand of a preschool child for learning to write at school. The formation of techniques and methods for automating hand movements when using stencils for drawing and tracing develops the compensatory capabilities of the muscular sense and teaches children the rational use and development of defective vision and visual perception.

Along with what has already been said, it should be noted that tracing, shading and drawing with stencils are recommended by ophthalmologists for the development of visual acuity during the period of pleopto-orthoptic treatment of amblyopia and strabismus in preschool children.

Thus, the use of stencils in mathematics classes in kindergarten helps to solve three main problems: preparing the child for school, correction and compensation of visual impairment, and therapeutic and rehabilitation work for the treatment of strabismus and amblyopia.

visual perception disturbance exercise

2.3 Compensation for visual perception impairments in children with low vision

To achieve effective and sustainable compensation for visual impairment, a new interdisciplinary approach has been proposed. This approach is based on the theory of functional systems by P.K. Anokhin, the theory of psychophysiological foundations of mental activity by B.M. Teplova and E.N. Sokolov, theories of systemic organization of mental processes by B.G. Ananyev and B.F. Lomova.

An interdisciplinary approach provides three important and interrelated directions in compensating for visual perception disorders.

Medical-corrective direction includes medicinal effects on a somatic defect of the organ of vision in combination with the use of optical means (in cases where they are effective). The psychophysiological direction consists of methods

affecting the property of brain plasticity - modification of neural networks, which leads to changes in behavioral reactions. Plasticity is a universal property of the central nervous system and is considered a learning mechanism.

The psychological direction includes the formation of a motivated need to see better. Under conditions of motivated activity, the corresponding activation systems of the brain are mobilized, which facilitates the formation and recognition of visual images. In addition, intensive development of mnestic and mental processes is provided, without which perception cannot be carried out in conditions of gross sensory deficit. Intensification of the intellectual factor ensures correction of the recognition of a fragmentary, undifferentiated, often distorted visual image. As a result of active mental processing of what is perceived, a reconstruction occurs, as if a complete image of an object is reconstructed from a reduced set of its features. The verbal factor, connecting the sensory image with its semantic designation, facilitates the imprinting and subsequent reproduction of visual information.

Individual-group (correction classes were conducted with the visually impaired (visual acuity 0.05–0.1) and partially sighted (0.01–0.04). Control diagnostic studies were carried out before and after the end of the correction course, as well as at intermediate stages – at the beginning and end of each academic year.

The research results showed a significant improvement in the discernibility of color, shape, as well as recognition of images based on two or more features. If before classes children were most likely to correctly identify images with angular dimensions of 3 and 5 degrees, then after classes they were highly likely to correctly identify images with smaller (1–2 degrees) and larger (up to 9–10 degrees) angular sizes.

During the classes, the constancy of perception of white and color images significantly improved. After two years of training, the state of visual short-term memory significantly improved. The values of its volume exceeded the corresponding values in the control groups of peers and older students with whom classes were not conducted.

The initial level of all studied components of the complex act of perception was significantly lower in partially sighted people than in visually impaired people. A comparison of the dynamics of perception development during classes in the correctional course revealed the following patterns.

Improvement in image recognition (especially based on color) among partially sighted people occurred slowly and did not reach such a high level as among visually impaired people. Constancy of perception, even after three years of training, was developed to a much lesser extent in partially sighted people than in partially sighted people. The volume of visual short-term memory was almost two times less in partially sighted people. The more severe narrowing of the sensory channel for processing visual information observed in them determines the lower potential for the development of perception and figurative memory.

The visual-effective and visual-figurative thinking of partially seeing people was characterized by intensive development. After three years of training, his indicators almost reached the corresponding indicators of the group of visually impaired people. This indicates that the active inclusion of mental operations in perceptual activity is effective even with a gross violation of the sensory basis of perception.

2.4 Features of conducting didactic games and exercises that promote the development of visual perception

A visually effective technique allows you to intensify practical activities in children with visual impairments. In the process of work, children form and develop the “eye-hand” system, recognize an object by silhouette, contour, and compare it with a standard model stored in memory. The presented didactic games promote the development of visual and tactile attention. In visually impaired, partially sighted children, visual attention is poorly developed due to a significant decrease in sensitivity to brightness, color, and contrasts. Attention deficit is clearly manifested in situations that require a high level of attention, have a time limit, as well as when solving problems related to visual perceptual search.

Forming full attention is very important, because... it plays a big role in the implementation of the child’s orienting and exploratory activities in the visual environment, in the formation of perceptual actions at the stages of development of perception.

The method of forming the quality of concentration, stability and switching of attention, visual search, development of oculomotor functions is implemented with the help of didactic material used in correctional classes of a typhoid teacher. In the course of completing tasks, the ability to concentrate attention on one, two or several signs and switch it from one object to another is formed.

Visual perception depends on visual functionality, children's sensory experiences, and personality traits. In correctional classes, tasks are of a playful nature. It is necessary to observe consistency in the assimilation of sensory standards and connections between them within each system and then between systems (sample, search for a standard, recognition, naming an object and its properties, correlation, localization, generalization, classification and use in activities).

All this is included in the performance of simple tasks and with complication, using vision and touch. This is an increase in the number of options (shape, color, size, texture, arrangement of objects) with work using cards. Didactic games and exercises contribute to the acquisition of information and various spatial aspects of environmental objects, directions and distances; orientation in microspace, changing the position of objects by 90°, 180°, 270°. As a result of correctional work with these methods, there is a significant improvement in visually impaired students and those with profound low vision in cognitive processes, visual attention, touch, memory, memory perception, which contribute to the preservation of the visual analyzer.

Games for children with visual impairments.

Educational and developmental games are rehabilitation games that allow you to train your visual analyzer during the game. The use of rehabilitation games in the learning process will solve the problem of an adequate perception of the world around a visually impaired child.

3. Practical

The experimental work was carried out on the basis of the MDOU No. 85 “Gvozdika” of the Zasviyazhsky Regional Educational Institution of Ulyanovsk, a combined type, where there are 5 groups for children with visual impairments and 1 group for children without any disabilities. The experiment was conducted from September 2005 to May 2006 in the middle group for children with various visual impairments.

12 children took part in it:

– there are 6 children in the formative group;

– in the control group there are 6 children.

No.	List of children	Visual diagnosis	Intelligence
1.	Maxim L.		N	№3
2.	Artem Sh.		N	№2
3.	Nikita S.		N	№2
4.	Dasha B.		ZPR	№2
5.	Lisa M.		N	№2
6.	Maxim G.		N	№2

Children were selected into groups according to the degree of visual impairment: the formative group included children with complex visual diagnoses (hypermetropic astigmatism, amblyopia), and the control group included children with a less complex diagnosis (strabismus and amblyopia).

Purpose of the experiment:

1. Identification of the level of development of visual perception in children 5 years of age with various visual impairments.

2. Formation of the ability to clearly and holistically perceive objects in the surrounding world and their images.

3. Identification of the effectiveness and developmental effect of the developed system of games and exercises on the visual perception of visually impaired children 5 years of age.

The experimental work was carried out in three stages:

1. Ascertaining stage, at which the level of formation of visual perception in visually impaired children 5 years of age is revealed.

2. Formative stage, aimed at developing visual perception of objects in the surrounding world and their images.

3. Control stage, which allowed us to evaluate the effectiveness of the proposed system of didactic games and exercises.

The experimental group included visually impaired children 5 years of age with a complex visual diagnosis: hypermetropic astigmatism and amblyopia. The ascertaining stage took place from September to October 2005.

List of children in the formative group

No.	List of children	Visual diagnosis	Intelligence
1.	Maxim L.	Hypermetropic astigmatism	N	№3
2.	Artem Sh.	Hypermetropic astigmatism, mild hypermetropia	N	№2
3.	Nikita S.	Mixed astigmatism, amblyopia in both eyes	N	№2
4.	Dasha B.	Astigmatism, convergent strabismus	ZPR	№2
5.	Lisa M.	Hypermetropic astigmatism, amblyopia, convergent strabismus	N	№2
6.	Maxim G.	Mild hypermetropia, convergent strabismus	N	№2

To assess the level of development of visual perception of objects and their images, the diagnostics of L.I. Plaksina was used, who proposed the following methodology for children of the middle group:

Color perception.

1. Recognition and naming of colors.

Use of colored silhouettes of objects.

2. Correlating objects by color.

Manual "Cubes". Show a cube of the same color and place it next to it.

3. Fixation by saturation.

Manual "Ship". Task: “Light the lights.” The child must arrange the colored circles according to the pattern, in order of color saturation (3 shades).

4. Determination of color in the surrounding reality.

It is proposed to name the toys in the group room of a given color.

Perception of form.

1. Recognizing and naming the form.

Assignment: “Find out and name the figure that I will show you” (ball, cube, rectangle, triangle, square).

2. Correlation.

a) correlation of shapes of figures (same color and size, but different shape and location in space) Manual “Cookies” (task: find the same triangle, show objects of the same shape);

b) correlation of the shape of the figures and the object image.

Benefit "Help Olya." Assignment: find an object of the same shape as the figure shown and place the picture next to the figure (circle, triangle, square).

3. Isolation of forms in the environment.

Task: what object is similar to a ball, circle, triangle.

4. Localization.

Manual "Patches". Assignment: show Ivan all the patches that look like a triangle, a circle, a square.

5. Differentiation of similar forms.

Manual "Boat with a Sail". We show the child a square and ask him a task: find the same figure on the sail.

Perception of size.

1. Correlation of objects by size (by total volume)

Manual "Matryoshka" (3-4 pieces). Assignment: show me the same nesting doll.

2. Verbal designation by size.

Manual "Three Bears". Assignment: give the dishes to the bears, why did you give this particular plate and spoon?

3. Arranging objects in ascending or descending order of size.

Manual "Matryoshka" (plane image). Assignment: arrange the nesting dolls the way they are in mine.

Spatial perception

1. Estimating distance in a large space: assessment - from yourself: Task: what is closer to you, what is farther from you.

2. Estimation of the relative position of objects in space. Task: find identical cards: first, two cards are offered - how they are similar and how they differ from each other. Then three items.

3. Development of orientation and spatial orientation skills.

Orientation relative to yourself: right, left, ahead, behind. Assignment: invite the child to tell what objects are behind him, in front, left, right, etc.

Perception and reproduction of complex shapes.

1. Analysis and design of a sample from geometric shapes.

Application "Stroller". Assignment: find out the item and post the same one. The child is offered 4 geometric shapes folded into an object, for example: a house with a pipe and a window, a snowman with a bucket on his head, a cart with wheels, etc., as well as individual geometric shapes: squares, circles, triangles, rectangles of different sizes.

2. Composing a whole from parts of an object image (vertical and horizontal section).

Assignment: make a picture of 3-4 parts.

Plaksina’s proposed diagnosis included another section for examining visual perception.

Perception of images of objects in the surrounding reality

1. Recognition and naming of objects of the surrounding reality on objective plane pictures.

Children are offered three-dimensional objects and their flat images. Exercise:

a) find the proposed objects on the card in color;

b) find the proposed three-dimensional objects on the card in silhouette and contour images.

2. Finding the named objects in the plot pictures.

Assignment: look at the picture and show the object that I name.

A plot picture with a small number of subject images is offered.

The diagnostics consisted of a series of game tasks for the perception of all informative features, as well as the perception of a holistic image of an object. The diagnostics took place in a specially designated place (in the typhology teacher’s office) so that the children would not interfere with each other. Individual conditions were created for each child, taking into account the child’s visual diagnosis and visual capabilities. So, for example, Dasha B. was given didactic material on a stand, due to the fact that she has a convergent squint. Children with low visual acuity, for example: Artyom Sh., Nikita S., Dasha B., Maxim G., were given predominantly volumetric or planar material measuring 4 cm or more. (visual load No. 2). But for children with visual acuity of 0.4 and above, didactic material was offered in size 2 cm (visual load No. 3).

A three-point rating system was used, where:

1 point – task completed incorrectly;

2 points – the task was completed through trial and error;

3 points – the task was completed independently (visually).

Based on this, the levels of development of visual perception are distinguished:

71–81 points – high level;

60–70 points – average level;

59 points and below – low level.

During the diagnosis, such methodological techniques as: explanation, questions, demonstration, and game tasks were used. When carrying out diagnostic tasks, the children behaved uncertainly and made a lot of mistakes. For example: Artyom Sh. often confused the names of colors, made mistakes when correlating shape and object image, and also could not navigate in space and accurately perceive objects and their images; Dasha B. could not distinguish between blue and green colors, mistakenly identified a rectangle and a triangle, did not complete tasks to determine distance in a large space, without the help of a teacher could not form an object from geometric shapes, had difficulty recognizing images of objects in pictures; but Maxim L. has an idea of geometric shapes and color, but finds it difficult to identify them in the surrounding space, as well as to compose a whole image of an object from geometric shapes, although he correctly recognizes them in pictures, etc.

Based on what was described above, we can conclude that in all children in the experimental group, visual perception is fragmented, not clear, not holistic and requires further development.

According to the results of the ascertaining experiment, the following levels of development of visual perception were noted:

1. Maxim L. – intermediate level;

2. Artyom Sh. – low level;

3. Nikita S. – low level;

4. Dasha B. – low level;

5. Lisa M. – low level;

6. Maxim G. – low level;

In percentage terms it looks like this:

High level – 0%;

Average level – 16%;

Low level – 83%.

The formative experiment was carried out from November 2005 to March 2006. 6 children from the experimental group took part in it.

Based on the results of the examination, a plan for further correctional work was outlined to develop in children the ability to visually perceive objects in the surrounding reality and their images. The learning process consisted of 5 stages:

– visual examination of a natural object or its substitute (toy);

– developing the ability to recognize and name an object by its flat color, silhouette and contour image;

– development of the ability to compose an object from its component parts into a single whole;

– developing the ability to compose an object from geometric shapes;

– improving the ability to find a given object in the environment.

The sequence of stages was repeated each time when passing lexical topics, only the didactic material changed.

Extract from the long-term work plan for the month of November.

Lexical topic: “My body.”

Mon. D/i “Look at yourself in the mirror.”

Goal: to teach children to visually examine their body (look over the entire body, highlight the main parts: head, torso, 2 arms (right and left), 2 legs (right and left), determine the shape of each part of the body (round head, rectangular torso etc.), their spatial position (head on top, legs below, torso in the middle, one hand on the right, the other hand on the left, etc.), connect a tactile analyzer for examination.

Equipment: large mirror.

D/i "Let's play with a doll."

Goal: to consolidate the ability to visually examine the human body with the help of a substitute, to highlight its main parts of the body, shape, size, spatial position, to teach children to act correctly with this object.

Tue D/i “Find out who is drawn.”

Goal: to teach children to project a three-dimensional object onto a plane, to recognize the human body by contour and silhouette images, to consolidate the ability to name and show the main parts of the body and their spatial position.

Equipment: large sheet of whatman paper, black marker.

The child is placed on whatman paper, his body is outlined with a marker, then the child stands up. Next, the teacher and the children examine the contour image of the body. After this, you can invite them to look at the silhouette images of various people on the cards.

D/i “Draw from a stencil.”

Goal: to consolidate the ability to trace a person’s image using a stencil, trace a line, highlight the main parts of the body, their shape, size, spatial position, and improve motor memory.

Equipment: stencils with a picture of a person, sheets of paper, felt-tip pens.

Wed. D/i “Make a whole from parts.”

Goal: to teach children to compose a whole image from its parts, consolidate spatial position, and develop holistic perception.

Equipment: a sheet of Whatman paper with an already drawn outline image of the child’s body, cut into pieces (body parts).

Thurs. D/i “Stick, stick, cucumber...”.

Goal: to learn to draw a schematic image of a person from counting sticks, to fix the names of body parts and their spatial position.

Equipment: set of counting sticks, sample.

Fri. D/i “Find it in the picture.”

Goal: to consolidate the ability to single out an image of a person from a variety of other objects, fix the gaze on the image, recognize and name it with a word.

Equipment: story picture.

Lexical topic “Toys”.

Mon..D/i “Wonderful bag”.

Goal: consolidate knowledge about different types of toys, their shape, size; develop the ability to visually examine them, highlight the main parts, supplement visual information with representations obtained by various analyzers.

Equipment: fabric bag, toys (dog, doll, pyramid, car, spinning top, etc.).

D/i “My funny ringing ball.”

Goal: learn to name and understand the speed qualities (fast, slow) of the ball, consolidate the name of the form.

Tue D/i “Draw from a stencil.”

Goal: to consolidate the ability to trace an image using a stencil, visually tracing the outline of an object; improve the ability to recognize an object by its silhouette.

Equipment: stencils with images of toys, sheets of paper, felt-tip pens.

D/i “Match the silhouette to the subject.”

Goal: to learn to correlate a natural object and its silhouette image; activate fixation, localization, develop visual memory.

Equipment: various toys and their silhouette images on cards.

Wed. D/i “Make an object from a mosaic.”

Goal: to consolidate the ability to compose images of toys, improve the ability to work according to a model: visually highlight parts of an object, their location, size, color, etc., correlate the image on the model with your own.

Equipment: push-button mosaic, sample images of toys (ball, flag, house, boat, etc.).

Thu. D/i “Make a pyramid.”

Goal: to reinforce in children the name of a geometric figure (circle), to teach how to compose a whole object from parts in descending order by size.

Equipment: pyramid of seven rings. D/i “Put the ball in your basket”, “Pick up a ribbon for the doll”.

Goal: to teach children to create images of toys from geometric shapes using a stencil ruler, and to correlate objects by size.

Fri. D/i “Look at the picture and name what toys you see?”

Goal: to consolidate children’s ability to visually identify, fix and localize images of toys among other images of objects, and correlate the image with the word.

Equipment: story picture “In kindergarten”.

D/u “Tell me which toys are on the top and bottom shelves?”

Goal: same.

Shadow theater "Masha's doll's birthday."

Goal: to strengthen children’s ability to recognize images of toys by their silhouette image.

Equipment: silhouette images of toys, screen, table lamp.

Lexical topic “Clothing”.

Mon. D/i “Dress the doll”

Goal: to teach children to recognize and name items of clothing, to practically act with them, receiving additional information through a tactile analyzer, to identify parts of clothing (sleeve, pocket, button, collar, etc.), to determine the color, shape, size, spatial position of parts (right sleeve, left sleeve, top button, etc.).

Equipment: items of natural clothing and doll clothes (T-shirt, panties, dress, socks, coat, hat, scarf, etc.), doll.

Tue D/i “Loto” or “Find the same one using the silhouette, contour image.”

Goal: to consolidate the ability to visually find identical items of clothing from a color image, to correlate a color image with a contour or silhouette image, to develop holistic perception.

Equipment: paired cards with color, contour, silhouette images of clothing items.

D/u “Trace the object through tracing paper.”

Goal: to teach children to draw images of clothing items using tracing paper, paint over the resulting outline image, recognize the item in it and relate it to the name, stimulate visual functions, and develop color perception.

Equipment: coloring books, tracing paper, markers.

D/i “Match the threads to the dress.”

Goal: to consolidate the ability to correlate the colored silhouette of a dress with the color of threads, to develop the ability to recognize and name the colors of the spectrum (red, yellow, green, blue, black, white).

Wed. D/I “Make it up from parts.”

Goal: to consolidate the ability to compose a whole object from parts, to consolidate the name of the parts (sleeve, collar, pocket, etc.), their shape, spatial position.

Equipment: cut-out pictures depicting items of clothing.

D/i “What to wear where?”

Goal: to learn to differentiate items of clothing based on “where they are put on” (on the head, on the torso, on the legs, on the arms, etc.), to consolidate the names of body parts and clothing.

Equipment: plane doll, plane color images of clothing items.

Thurs. D/u “Draw a hat using a protractor.”

Goal: to teach children to determine the shape of a cap, correlate its parts with geometric shapes (semicircle and rectangle), connect these shapes into a single whole using a protractor (instead of a stencil), develop bifoveal fusion, holistic perception of an object.

Equipment: album sheet, protractor, felt-tip pen.

Fri.“Find your clothes among others.”

Goal: to teach children to recognize and name their clothes by color, size, size, style, to consolidate the ability to visually examine objects and fix their gaze on them.

Equipment: items of clothing.

Shadow theater "Moidodyr".

Goal: to strengthen children’s ability to recognize items of clothing by their silhouette image.

Equipment: silhouette images of clothing items, screen, table lamp.

Lexical topic “Pets”.

Mon, D/u “Looking at three-dimensional paintings.”

Goal: to teach children to distinguish and name domestic animals by external characteristics, by their habitat (they live in the house or near the house), to consolidate the ability to examine an object using a visual and tactile analyzer, to identify parts, their shape, color, size.

Equipment: three-dimensional paintings depicting a cat, dog, pig, horse.

D/u “We have a cat visiting us”

Goal: to consolidate the ability to examine a natural animal using a visual and tactile analyzer, learn to name the sensations received from the examination in words, highlight the properties and qualities characteristic of a given animal, its main parts, shape, color

Equipment: natural object – cat.

Tue D/u “Drawing from a stencil”

Goal: to consolidate the ability to draw lines exactly along a stencil, tracing the movement of the line along the contour of an object, to highlight parts of animals: body, head, paws, tail, ears, eyes, nose, mustache, etc.; develop the ability to visually perceive silhouette and contour images of animals.

Equipment: stencils with images of animals, felt-tip pens, a piece of paper.

D/i “Put color on the outline image.”

Goal: to consolidate the ability to recognize animals by their color planar image, correlate it with a contour image, learn the technique of superimposition, develop bifoveal fusion of two images into one.

Equipment: cards with color and outline images of domestic animals (horse, cow, cat, dog, pig, etc.).

Wed. D/i "Cut pictures".

Goal: to improve the skill of composing a whole image from parts, to consolidate the names of the parts, their shape, size, spatial position.

Equipment: cards with images of pets, cut into 3-4 parts.

Thurs. D/i “Draw a cat using a protractor.”

Goal: to consolidate the ability to draw an image of a cat using a protractor, to consolidate the names of geometric shapes and their correspondence to parts of the body.

Equipment: protractor, album sheet, felt-tip pen.

D/i "Geometric mosaic".

Goal: to teach how to make an image of a dog from geometric shapes based on a model, to consolidate their name, and to develop the correlative function.

Fri. D/i “Find and name it in the picture.”

Goal: to improve the ability to visually search for the desired object, fixate the gaze on it, recognize it by a color planar image, determine the spatial position in the picture.

Equipment: plot picture “In the barnyard”.

Shadow theater "Who said meow?"

Goal: to consolidate the ability to recognize pets by their silhouette image.

Equipment: silhouette images of pets, screen, table lamp.

Special didactic games were used in the work, for example: “Draw on a protractor”, “Draw on a stencil...”, “Looking at three-dimensional paintings”, “Put a color image on a contour image”, etc., as well as well-known games such as: “Geometric mosaic ", "Let's dress a doll", "Cut-out pictures", "Loto", etc. All didactic games and exercises were carried out using special didactic material: stencils, a protractor, tracing paper, three-dimensional pictures, images of objects with outlines, silhouette and outline images. The didactic material was selected in such a way that the images in the pictures reflected the real object, and not a fairy-tale one. Children with visual acuity up to 0.4 were offered pictures with a size of 4 cm or more, and children with visual acuity of 0.4 or higher were offered pictures with a size of 2 cm or less, which corresponds to the visual load recommended by an ophthalmologist. Silhouette images were presented to children against a contrasting background. Color images of objects were selected with bright, contrasting colors for better visual perception. Often, a felt-tip pen was used when conducting didactic exercises, since it leaves a clearer mark than a pencil, which is also beneficial for visual perception.

Many teaching aids were made independently, for example, “Geometric Mosaic”, stencils of various objects, silhouette and outline images, the teaching aid “Make It Up From Parts”, etc.

The selection of didactic games and exercises was carried out in such a way that all 5 stages of correctional work were covered. The content of the games and exercises included one lexical topic, where a system of step-by-step correctional work on visual perception was traced. Practice has shown that such a step-by-step familiarization with the objects of the surrounding reality allows visually impaired children to form a correct and holistic image of the object. In turn, this makes it possible for children with visual impairments to navigate the surrounding space.

When conducting didactic games and exercises, both general didactic methods and techniques were used: explanation, demonstration, practical implementation, sample, game techniques, etc., and special ones: the technique of associated actions, tracing on a stencil, tracing through tracing paper, the technique of superimposing a color image on a silhouette and contour, combining a whole image from geometric shapes, etc. Such special methods and techniques contain not only general educational teaching tasks, but also therapeutic and restorative ones that stimulate the visual functions of the eye. With children whose visual acuity is up to 0.4, training was based more on the use of compensatory analyzers, and with children whose visual acuity is 0.4 and higher, training was based on a visual analyzer with the connection of compensatory ones.

At the end of each lexical topic, a shadow theater was held on the same topic. This made it possible to move from special training in games to independent knowledge of images of objects and consolidation of visual perception skills.

As part of the formative stage, many different didactic games and exercises were conducted with the children. This allowed children to master the skills of recognizing and naming objects, visually distinguishing them from other objects, correctly correlating the image of an object with its name, and navigating among the objects of the surrounding world studied within the framework of lexical topics. All this indicates the effectiveness of the correction work carried out.

Great assistance in carrying out correctional work was provided by the teachers and typhology teacher of this group. They provided consultations, explanations regarding the production of special aids, and advice on the use of effective special methods and techniques.

Thus, during the formative experiment, a set of methods and techniques of correctional work was used to develop visual perception in children 5 years of age with visual impairments, the main element of which is the didactic game.

3.3 Control experiment and its results

At the control stage, the method of ascertaining experiment was used with two subgroups of children: experimental and control. The control group included 6 children from the same group, but they had not participated in the experiment until this point.

List of children in the control group

When conducting repeated diagnostics with children of the formative group, the conditions of the organization were as close as possible to those created at the ascertaining stage.

Children's behavior changed significantly upon re-diagnosis. They behaved more confidently, relaxed, and quickly responded to the task at hand. Completing tasks was more of an independent nature.

Many children significantly improved their results, for example: Maxim L., when conducting diagnostics, made mistakes only in naming three-dimensional figures, correlating figures and object images, and in constructing images from geometric figures; By the end of the experiment, he performed almost all tasks without error, and independently. If Maxim mainly relied on his vision when learning, then Maxim G. reinforced his visual information with tactile information. As a result, Maxim G. learned to recognize and name colors, according to his age, began to recognize a ball, correlate objects by size, highlight and fixate his gaze on objects in the surrounding space, recognize and name them by silhouette and contour images. However, he still made mistakes during orientation, did not quite accurately record colors by saturation, and correctly identifying geometric shapes also presented certain difficulties for him. Nikita S. had great difficulties in orienting himself in space, as well as in composing images of objects from geometric shapes, but he also showed the dynamics of the development of visual perception. Dasha B changed her results little. Her ability to fix colors by saturation, correlate the shapes of figures with an object image, differentiate and highlight a form in the surrounding space, analyze and construct an image from geometric figures, etc. remained at the same level. Otherwise, she achieved insignificant results. This is explained by the fact that in addition to the visual impairment, the girl has a secondary deviation (SDD).

Analysis and observations of children during repeated diagnostics showed that the children’s knowledge about the objects of the surrounding reality increased, because the perception of these objects has become more holistic and correct.

Thus, as a result of the control experiment, the following level of development of visual perception was noted in children of the formative group.

1. Maxim L. – high level;

2. Artem Sh. – high level;

3. Nikita S. – high level;

4. Dasha B. – low level;

5. Lisa M. – intermediate level;

6. Maxim G. – intermediate level.

In percentage terms this amounts to:

High level – 50%;

Average level – 33%;

Low level – 16%.

Similar work was carried out with the children of the control group in order to compare the results of the children for the greatest reliability of the information obtained. The methodology and conditions for conducting diagnostics are similar to the ascertaining experiment of the forming group. The diagnostic results of children in the control group are generally equivalent to the results of the formative group at the initial stage of correctional work.

Based on the results of the examination of children in the control group, we can talk about the levels of development of visual perception:

1. Andrey S. – low level;

2. Misha V. – low level;

3. Dima G. – low level;

4. Alesya Z. – low level;

5. Arthur G. – average level;

6. Guzel I. – low level.

In percentage terms this is:

High level – 0%;

Average level – 16%;

Low level – 83%.

Consequently, as a result of the formative stage, the level of formation of visual perception increased. Visually impaired children who showed a low level moved to an average level, for example: Lisa M., Maxim G. Their visual diagnosis was more complicated and their visual acuity was low, so the process of formation of visual perception in such children is slower. Children such as Artyom Sh., Nikita S. sharply increased their results and jumped to a high level. This indicates the effectiveness of the correction work carried out. Only Dasha B’s level of development of visual perception remained at the same level, but she qualitatively improved her results.

Thus, we can say that the dynamics of the development of visual perception were traced in all children of the formative group.

The results of the children in the control group, as noted above, are approximately equivalent to the level of formation of the ascertaining stage of the formative group of children, which allows us to conclude that in the course of systematic and consistent correctional work through didactic games and exercises, the level of formation of visual perception has increased.

The final result was higher scores compared to the initial ones, which confirms the hypothesis about the effective use of games and exercises in teaching visual perception.

Conclusion

The development of visual perception can be carried out using various means of learning: observations while walking, work, in everyday activities, in the classroom, etc.

The results of the experiment showed that didactic games and exercises are the most effective means by which preschoolers with visual impairments learn to understand the world around them. This is very important for children’s adaptation to a society of sighted people.

The positive thing about the experiment is that due to the lack of information in the literature on this issue, some didactic games and exercises were developed by the author.

The experimental work confirmed the assumption that didactic games and exercises can be an effective means of developing visual perception if the following pedagogical conditions are met:

– systematic implementation of correctional work;

– creating interest in the learning process;

– taking into account the age and individual characteristics of children with visual impairments;

– stages of training;

– taking into account the visual abilities of children with visual impairments;

– selection of special didactic games and exercises, as well as adaptation of games used in teaching children without disabilities;

– selection of special methods and techniques that provide stimulation of visual perception;

– taking into account visual loads.

Thus, we can talk about the need to use didactic games and exercises as a means of integration into independent knowledge of the world around us. It can be recommended to use didactic games and exercises more widely in the system of correctional work on the development of visual perception with children with various visual impairments.

Used Books

1. Ananyev B.G. Psychology of sensory cognition. – M. Publishing house of the Academy of Pedagogical Sciences of the RSFSR, 1960.

2. Velichkovsky B.M., Zinchenko V.P., Luria A.R. Psychology of perception. – M.: Moscow State University Publishing House, 1973.

3. Grigorieva L.P. Psychophysiological studies of visual functions of normally sighted and visually impaired schoolchildren. – M.: Pedagogy, 1983.

4. Grigorieva L.P. Features of visual recognition of images in visually impaired schoolchildren // Defectology. 1984, no. 2.

5. Grigorieva L.P., Stashevsky S.V. Basic methods for developing visual perception in visual impairments. – M., 1990.

7. Grigorieva L.P., Bernadskaya M.E., Blinnikova I.V., Solntseva O.G. Development of perception in a child. // Supplement to the journal “Defectology”. issue 6. – M., Shkola-Press, 2001.

8. Children with profound visual impairments / ed. Zemtsova M.I., Pevzner M.S., Kaplan A.I. – M. Enlightenment 1967.

9. Ermakov V.P., Yakunin G.A. Development, training and education of children with visual impairments. – M., Education 1990.

10. Zinchenko V.P., Zinchenko T.V. Perception // General psychology / ed. Petrovsky A.V. – M., 1986.

11. Kaplan A.I. Tasks and methods of increasing visual efficiency and development of perception in children with residual vision // Defectology. 1981, no. 4.

12. Kaplan A.I. Development of visual perception in children with residual vision. // Materials of the All-Union Symposium on Preschool Education of Children with Visual Impairments. – M., 1980.

13. Kaplan A.I., Lobaichuk G.F., Danilova V.V. The results of systematic training of children in the use of residual vision and analysis of classes on the development of visual perception. // Materials of the All-Union Symposium on Preschool Education of Children with Visual Impairments. – M., 1980.

14. Kaplan A.I., Egorova O.I., Molotok N.A., Solntseva O.G. Preliminary results of classes on the development of visual perception of children with residual vision. // Defectology. 1982. No. 3.

15. Litvak A.G. Typhlopsychology. – M.: Education, 1985.

16. Plaksina L.I. Theoretical foundations of correctional work in kindergarten for children with visual impairments. – M.: City, 1998.

17. Plaksina L.I. Education and training of preschool children with visual impairments // Special preschool pedagogy./ ed. Stebeleva E.A. – M.: ASADEMA.

18. Plaksina L.I. Development of visual perception in children with visual impairments. – M.: Adel, 1998.

19. Rubashkina L.S. Teaching visual examination in the formation of cognitive activity of children with visual impairments. // Materials of the All-Union Symposium on Preschool Education of Children with Visual Impairments. – M., 1980.

20. Solntseva L.I. Development of compensatory processes in blind preschool children. – M., 1980.

Explanatory note

Development of visual perception involves the development of a visual reaction to objects in the surrounding world, determining their shape, color, size and developing the skill of operating with objects, cultivating interest in the world around us.

The section consists of three components:

1. Development of visual perception of the color of objects.

2. Development of visual perception of the shape of objects.

3. Development of visual perception of the size of objects.

Planning of correctional work on the development of visual perception is aimed at solving the following tasks:

– expanding knowledge about sensory standards and consolidating ideas about the system of sensory standards;

– expansion of the ability to use sensory standards at the level of naming, recognition, operation (correlation, localization);

– improving the ability to use sensory standards when analyzing objects;

– development of the skill of performing sensory operations, which are part of the examination (perceptual) actions;

– expansion of ideas about the properties and qualities of objects in the real world.

The effectiveness of correctional work on visual perception also depends on the teacher’s ability to implement a differentiated approach to determining the content and course of the lesson, depending on the level of development of visual perception of children of a given age group. Knowledge of the level of development of all components of visual perception (color, shape, size) makes it possible to use a personality-oriented approach when determining the type of special lesson and its content.

Thematic planning for the development of visual perception, the main task of which is the development of perception in the course of purposeful practical activities, helps to manage the system of perceptual actions of a visually impaired child; contributes to the formation of orientation-inspection, cognitive actions, sensory perception of the image of an object, including at the level of figurative thinking, at which the process of perception is activated.

With the systematic use of correctional work on visual perception, the successful formation of sensorimotor culture, the necessary sensory experience, techniques and methods of mental activity of children with visual impairments occurs.

All this contributes to adequate knowledge of the surrounding real world and largely influences the positive solution of rehabilitation problems.

Orientation in space on a limited sensory basis requires special training for children in the active use of impaired vision and all intact analyzers (hearing, smell, touch). Only in this case is it possible for children to create a holistic, generalized image of the space around them.

Thematic planning for solving this problem presents didactic games, tasks and exercises that help children improve their ability to identify and analyze spatial features and relationships, and obtain information about the surrounding space involving the entire sensory sphere.

Thematic planning is based on a practical orientation, which will help the typhlopedagogue form a system of knowledge and skills in spatial orientation in children with visual impairments. Since children perceive all objects in space in relation to themselves and their body, expanding knowledge about the human body and its parts is the main task in the process of learning spatial orientation.

Another point of reference when orienting children with visual impairments are objects in the spatial sphere. Improving the skills of using analyzer systems (motor, auditory, tactile, olfactory) in the learning process helps to form children's sustainable interest in classes, fosters courage and self-confidence.

Chapter “Social and everyday orientation“consists of four components: “Subject presentations”, “Introducing the child to the work of adults”, “Observations on the street”, “For the child about himself”.

The structure of classes in social and everyday orientation is determined by the topic, objectives and choice of methodological techniques. In the process of classes, children with visual impairments gain knowledge about various areas of human life and activity, acquire practical skills that allow them to successfully adapt in everyday life in accordance with the norms and rules of behavior.

Expansion of subject concepts involves further development of the skill of examining objects, identifying their signs and properties.

Introducing a child to the work of an adult fosters interest in the work of adults, a caring attitude towards its results and a desire to provide adults with all possible assistance. In his observations, the child identifies the main labor processes and the order in which they are performed.

Sightings on the street During excursions, children’s ideas about the beauty of nature and the phenomena of social life expand.

Chapter “To the child about himself” makes it possible to improve the student’s ability to name and show parts of his body (arms, legs, ears, eyes), observe his reflection in the mirror and perform facial exercises.

By the end of the year, children will be able to:

– visually recognize and name frequently occurring objects;

– highlight the main features and properties of objects (shape, color, size and spatial arrangement);

– select and group objects by color, size, shape, purpose;

– understand and apply generalizing words: vegetables, fruits, domestic and wild animals, toys, clothes, shoes, furniture, dishes;

– highlight the main labor processes and the order of their implementation;

– provide all possible assistance to adults;

– understand the importance of the work of adults in kindergarten and take care of the results of the work of adults;

– observe people, their behavior on the street, the movement of cars and draw conclusions
about what he saw;

– identify sounds on the street, focus on sounds, imitate sounds;

– name and show parts of your body, determine and name eye color, understand facial expressions;

– move freely in space relying on vision and intact analyzers.

Thematic planning for the development of visual perception, spatial orientation and social and everyday orientation gives the teacher and educator the opportunity to structure classes in an interesting and varied way, choosing those types of work, methods and forms that most effectively influence the development of children with visual impairments and will allow them to apply acquired knowledge. knowledge and skills in practice.

development of visual perception

Number of hours	Program content of classes	Materials, equipment, teaching aids	Types and forms of work

September
	Topic: “Vegetables, fruits.” "Autumn". Objectives: – consolidate the ability to examine and analyze objects according to their characteristics (color); – learn to use magnifying glasses when examining objects; – visually distinguish and name objects with a uniform color; recognize and name the color purple with the exact word, complete the task according to the teacher’s instructions; – distinguish between violet-orange, violet-burgundy, violet-brown colors;	Equipment: natural vegetables, fruits (eggplant, beets, potatoes, carrots, oranges, plums, etc.); dummies of vegetables and fruits; color image of vegetables, fruits; magnifying glasses, felt-tip pens, paints, brushes, glasses of water, silhouettes and contours of vegetables and fruits; glue, brushes, napkins, sheet of paper; image of parts of vegetables and fruits in color; application samples; scissors; colored paper	Task 1. “Choose vegetables and fruits of the same color, name their color.” 1. Examining vegetables and fruits through a magnifying glass. 2. Determining the name and color of vegetables and fruits. 3. Matching vegetables and fruits by color. 4. Matching natural vegetables and fruits by color with the image in the pictures. 5. Localization of vegetables and fruits according to the teacher’s verbal instructions. 6. Grouping vegetables and fruits by color. Task 2. “Build a row.” 1. Examination of vegetables and fruits. 2. Recognizing and naming the shade of flowers (overripe, ripe) of vegetables and fruits. 3. Arrangement of natural fruits and vegetables according to color range from dark to light. 4. Arrangement of natural fruits and vegetables according to color range from light to dark (according to degree of ripeness). Task 3. “Match natural vegetables and fruits by color with a color image (pictures, painting).”

Continuation of the table.


	– expand children’s ideas about the gifts of autumn; – develop fine motor skills of the hands		1. Consideration of natural vegetables and fruits. 2. Determining the color and shade of vegetables and fruits in the pictures. 3. Correlation of colored silhouettes of vegetables and fruits with natural objects and their images. Task 4. “Find and name.” 1. Examination of vegetables and fruits of violet-orange, violet-burgundy, violet-brown color. 2. Recognizing and naming vegetables and fruits of violet-brown, violet-orange, violet-burgundy color. Practical work. 1. Coloring silhouettes, contours of images of vegetables and fruits in colors obtained by mixing. 2. Outlining images of vegetables and fruits using a stencil, point by point, using a tracing machine. 3. Using scissors, cutting out the outline of images of vegetables and fruits of a given color (unripe, ripe, overripe). 4. Application “Vegetables”, “Fruits”, “Autumn”. 5. Application “Vegetables”, “Fruits”, “Autumn” (by tearing off colored paper and filling the inside of the outline, silhouette of vegetables, fruits, trees, etc.)

Continuation of the table.


October
	Topic: “Pets.” Objectives: – learn to distinguish basic shades, colors by saturation, contrast, recognize and name the color of objects in a real environment; group pets by color and shades of color; find extra color in images of animals, find similarities and differences in the color of images; – develop visual attention, visual memory; – develop fine motor skills of the hands and fingers	Equipment: pet toys; pictures of a herd of cows; colored silhouettes of animals according to the number shown in the picture (color and shades in accordance with the image); scissors, paints, brushes, glass of water; cards with pictures of pets; glue, colored paper, stencils	Task 1. “Find out and name.” 1. Consideration of pets. 2. Clarification and naming of the color, shade of the pet. 3. Comparison, correlation of domestic animals by color and shade (4–5). 4. Grouping pets by color and shade. Task 2. “A Herd of Cows.” 1. Looking at a picture of a herd of cows. 2. Recognizing and naming the colors of the pets in the picture. 3. Overlaying colored silhouettes on the image according to color and shades. 4. Modeling a picture from silhouettes from memory (taking into account aerial perspective). Practical work. 1. Coloring images of pets according to the teacher’s verbal instructions (color, shade, from dark to light, from light to dark). 2. Outlining images of pets using a stencil using a tracing machine. 3. Application “Pets” (children independently select colors and shades to paint animal body parts).

Continuation of the table.


			4. Modeling “Pets” (children select the color of plasticine according to the sample). 5. Game “Feed your pets with vegetables and fruits” (coloring the contours)
November
2–3	Topic: "Wild Animals". Objectives: – learn to create simple plots on a carpet (flannelgraph) and draw them step by step, depicting wild animals, a forest, the sun; – consolidate knowledge of primary colors and their shades; – to accustom children to work on one drawing for a long time; – learn to select a background of paper and paint to depict cloudy and sunny weather; – practice using color to convey the emotional expressiveness of the depicted object;	Equipment: wild animal toys; a series of pictures “Bears Bathing”, “Bears in Autumn”, “Polar Bears in Early Spring”, “Polar Bears in Summer”, etc.; silhouette images of bears, brushes, paints, glass of water; flannelograph (carpet printer); plasticine, napkins, boards; samples of sculpting wild animals; colored paper, scissors, glue, brush, napkins; samples of applications with images of wild animals	Task 1. 1. Examination of the colors of toy wild animals. 2. Determining the color of wild animals. 3. Comparison of wild animals by color and shade. 4. Comparison of the color of wild animals by the size of the colored spots. Task 2. 1. Looking at wild animals in the picture. 2. Recognition and naming of colors and shades of animals, trees, aerial perspective. 3. Determination by color scheme of the picture of the depicted weather conditions, time of day, mood (sunny, cloudy, snowing; evening; sadness, joy, etc.). 4. Modeling a picture plan from color silhouette images on a flannelgraph (carpet). Practical work. 1. Outlining the silhouettes of animals with colored felt-tip pens using an external stencil using a tracing machine.

Continuation of the table.


	– develop fine motor skills of the fingers		2. Cutting out colored outline images of wild animals with scissors. 3. Cutting off color contour images of wild animals along the contour. 4. Compiling a story based on the picture based on a description of the colors and shades of the main details of the picture. 5. Modeling figures of wild animals from plasticine. 6. Modeling figures of wild animals from colored salt dough
December
2–3	Topic: “Winter”, “Winter entertainment” Objectives: – develop the ability to create color panels, paintings based on a model, verbal description from contour colored and single-color silhouettes; – learn to localize shades from primary colors: dark from dark, light from light; – learn to localize shades in reverse contrast;	Equipment: series of pictures: “Winter fun”, “Winter fun”, “Good in winter”; color silhouettes of painting details (people, trees, sleds, snowman, etc.); samples of applications with images of wild animals; background paper (black, blue, yellow, green, orange, lilac, brown); colored silhouettes for making applique, glue, paper; colored silhouettes of trees and the sun, corresponding to the weather conditions and daylight hours.	Task 1. Working with a picture. 1. Looking at the picture. 2. Determining the colors and shades of people's clothing, trees, aerial perspective, etc. 3. Correlating color silhouette images with the image in the picture. 4. Correlation of monochrome silhouettes with the image in the picture. 5. Compiling a picture plan from color silhouette images (taking into account the overlap of contours). 6. Compiling a picture plan from single-color silhouettes. Task 2. “Lay out the picture according to the verbal description.” The teacher reads a short story.

Continuation of the table.


	– develop visual attention, memory, imagination; – practice using color to convey the emotional expressiveness of the depicted object	Quietly The wind blows The wind blows to the right to the left The sun is bright, It doesn’t warm the roast much It rises It sets	Winter morning Winter has come. It's especially cold in the early morning. The sun is just starting to rise, and the wind is blowing, swaying the trees, twisting the snowflakes in different directions so that nothing is visible... Children choose a paper background and lay out colored silhouettes, creating a picture based on the story they heard. An example of a painting. Practical work. 1. Outlining silhouettes of wild animals using a stencil . The work is carried out in three stages: 1) Start tracing with small details, then gradually move on to larger ones. 2) Select the color of the paper that matches the images in the picture. 3) Cut out the details with scissors, place the silhouettes, creating a picture plan on flannelgraphs. 2. Drawing a picture plan (figures of wild animals, trees in the forest, etc.); the work is carried out in stages.

Continuation of the table.


			3. Compiling a story based on the picture with the main attention to color and its shades in the image of the object. 4. Modeling figures of wild animals, trees, bushes from colored plasticine (when sculpting, suggest using plasticine of the same color and shade as in the image, with an explanation of your choice of color and shade). 5. Application with the image of colored silhouettes of wild animals, trees, bushes. (Color comparison.) Task 3. “Winter fun.” The teacher continues to read the story. In winter the sun shines especially. It shines brightly, but does not heat much. During the day, the bright rays of the sun illuminate the fluffy snow so much that the snowflakes shimmer with different lights: red, blue, orange, purple, green. A light breeze picks them up and carries them away, as if playing. The children are happy about this weather. They sled down the hill, laugh merrily, and build a snowman. Children listen to the story. Choose background paper, colored silhouettes and lay out the picture. They specify the color of the background and silhouettes, taking into account the distance of objects, time of day, etc. They remember the pattern: the further away the object, the smaller and lighter it is.

Continuation of the table.


			An example of a painting. Practical work. 1. Drawing on the theme “Winter”, “Winter fun”. 2. Application on the theme “Winter”, “Winter entertainment”. 3. Coloring winter-themed coloring books
January
	Topic: “Shades” Objectives: – develop the ability to distinguish up to 8 shades of red, blue, green, brown and up to 5 shades of orange, purple, yellow and other colors, gradually increasing the field of perception; – develop visual attention and memory;	Equipment: cards with images of primary colors and shades, chips with shades of primary colors; glue, napkins, contours of relief designs of different shades; paints, brushes, gouache, water; supports for children with strabismus	Task 1. 1. Recognizing and naming primary colors and their shades on cards. 2. Construction of a special series according to color saturation from dark to light (up to 8 shades) and vice versa (with each color). Task 2. 1. Recognition and naming of orange, purple, yellow and their shades. 2. Construction of a serial series according to color saturation from dark to light and vice versa, from light to dark (up to 5 shades).

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	– to develop skills in using the sense of touch in the process of subject-related practical activities	Application sample:	Task 3. “Find an object of the same shade.” 1. Search in a group of objects in shades of red, blue, green, brown. The finder gets a chip. Whoever gets the most chips is the winner. Task 4. “Lay out the pattern.” Laying out a pattern using shades of primary colors according to the sample, then from memory. Practical work. Work with colored and tinted paper (up to 8 shades). 1. Making a pattern by tearing paper along the contour of relief images of objects (from a sample, from memory). 2. Compilation (from contour broken relief images of objects) compositions on a contour background (from a model, from memory). Sample: 3. Tracing object images along the contour (through the device), painting images with watercolors according to the teacher’s basic instructions (up to 8 shades).

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			4. Application “Composition of flowers from different shades”
February
	Topic: “Searching for shades.” Objectives: – improve the ability to distinguish up to 8 shades of red, green, blue, brown and up to 5 shades of orange, purple, yellow, gradually increasing the field of perception and reducing the time required to complete the task; – develop visual attention, color discrimination, memory	Equipment: cards and chips for searching for shades (red, blue, green, brown), up to 8 shades; cubes with five shades: – orange, – purple, – yellow; cards of primary colors; paints, brushes, a glass of water, a sheet of white paper depicting the outline of clothing; sample of clothing in shaded color; glasses with samples of diluted paints from dark to light: orange, purple, yellow	Task 1. Find and arrange shades of red, blue, green, brown (up to 8) from dark to light. Name the main color. Task 2. Find and arrange shades (up to 8) from light to dark. Name the main color. Task 3. Find on the cube the same shade as on the card: – orange; - violet; - yellow. Children find the shade specified by the teacher on the cube and compare it with the card. Check the correct choice in good lighting. Practical work. 1. Coloring the outline image of clothing with a gradation of shades from light to dark. 2. Coloring the outline image of clothing with a gradation of shades from dark to light. 3. Coloring the contour image of clothing, shoes, and headdress in the shade specified by the teacher.

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		Sample cards: Chips (from dark to light shade):	Laboratory work. 1. Obtaining tint colors by stirring the paint with water or thickening the base color until a given shade (sample) is obtained - from dark to light, from light to dark: - orange; – purple; – yellow, etc.
March
	Topic: "Birds". Objectives: – teach to distinguish birds by plumage color; – learn to select colored silhouettes for an image; – develop the ability to use parts of different colors	Equipment: a series of pictures depicting birds (crow, woodpecker, magpie, pigeon, starling, bullfinch, tit, etc.); silhouettes of birds in color, contour images of birds; cut-out pictures of birds; paints, brushes, a glass of water, markers; samples of the panel “Birds Flight” on tinted paper:	Task 1. 1. Looking at birds. 2. Recognizing and naming the colors and shades of birds. 3. Comparison of birds by color and shade of color. Task 2. 1. Correlation of contour images with colored silhouettes.

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	and shades to create the whole image; – develop an interest in beauty, the ability to see hues in living nature	1. – paper tone blue; 2. – the tone of the paper is yellow; 3. – paper tone blue; image details: – head, 3 pcs., dark (black or brown), light, pale; – beak, 3 pcs., red, pink, pale pink; – body, 3 pcs., from dark to less saturated; – wings, 6 pcs., from dark to less saturated;	2. Correlating the silhouettes of birds with the image in the picture. 3. Compiling a whole image of a bird from details. 4. Modeling of the picture panel “Flight of Birds” (choice of tinted paper, shades of details of the birds, color and shape of the sun to convey the flight of birds in the morning, afternoon, evening; modeling is carried out in 3 stages). Practical work. 1. Outlining the image of birds using an external stencil. 2. Painting the contour image of birds with paints and a felt-tip pen. 3. Hatching the contour image of the birds with colored felt-tip pens: beak in red, head in light brown, body in black, wings in dark brown, tail in gray. 4. Drawing birds in flight using paints of primary colors and shades as desired by the children. 5. Modeling birds from plasticine and colored salt dough.

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		– tail, 3 pcs., from dark to less saturated; – sun, morning, red; – sun, day, yellow-orange; – sun, evening, red-orange; plasticine, planks, stacks, napkins, salt dough; modeling samples, appliqué sample; scissors, tinted sheets of paper, glue, glue brushes, napkins	6. Application “Birds”. Children choose the tone of the paper, the corresponding silhouette of the bird. The task gets more complicated: – make a silhouette of a bird by cutting out a contour image; – make a silhouette of a bird using the cutting method based on the contour image; – stick the silhouette onto the selected tinted paper. 7. Mixing red and orange paints, painting over images of the sun (morning, afternoon, evening)
April
	Topic: "Transport". Objectives: – develop the ability to distinguish the colors of moving objects; – to form the idea that the closer the object, the brighter and more saturated the color, the further away, the less saturated it is;	Equipment: environmental objects (transport, houses, trees, people’s clothing, birds, etc.); contour and silhouette images corresponding to color images, silhouettes of cars, people, birds with different color saturations - from dark to light tones; matrices in the form of squares or rectangles, in which chromatic and white stripes alternate	Task 1. “Learning the rule.” 1. Observation of vehicles (determination of color, size of transport, speed, movement - fast, slow). Draw children's attention to the change in color saturation of transport depending on its location. Rule: the closer the transport, the larger it is and its color is brighter and more saturated; the further you go, the smaller it is and the color becomes less bright, less saturated

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	– develop observation skills; – learn to fix your gaze on moving objects	mi, red and white, green and white, blue and white, yellow and white. Samples of color images of transport, people, birds in perspective. Patterns of transmission in the depiction of daylight hours at different times of the year. winter spring	dark, pale or dark. 2. Observation of changes in the color of people’s clothes (houses, birds) as the distance to them increases. Task 2. 1. Look at the image in the picture (transport). 2. Perform image analysis using the rule. 3. Correlate contour images with color ones, silhouette images with contour ones, etc. Task 3. Sort silhouette images according to color saturation. Task 4. “Listen to poems about spring.” The snow is no longer the same - It has darkened in the field, The ice on the lakes has cracked, As if it had been split. The clouds are moving faster, the sky has become higher, the sparrow is chirping more cheerfully on the roof. The stitches and paths are getting blacker every day, And on the willows the earrings are shining like silver. S. Marshak

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		summer autumn	Task 5. 1. What is the poem about? (About spring.) 2. What changes have occurred in nature? 3. How did the color of the snow change? (Darkened.) 4. Why did the snow turn dark? (If the children find it difficult, the teacher explains that when the snow melts, it settles and becomes darker.) 5. Why did the sky become higher? (Because the clouds stop covering the sky - they run faster.) Show children on a walk the change in color of snow and earth, compare the color of wet and dry earth. Draw a conclusion: wet water is darker, dry water is lighter. Task 6. 1. Look at the image in the painting “Spring” and answer the question: what lines from the poem about spring can fit this painting? 2. Show the change in color in the painting with the arrival of spring (for comparison, you can take two paintings: one with a winter landscape, the other depicting the same place in spring). Practical work. 1. Coloring images taking into account the removal of objects in perspective (from dark to light, from light to dark). 2. Construction of serial series: arrange cones, parallelepipeds, cubes in descending, increasing sequence in color and size.

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			3. Drawing up a serial series of a complex matrix along horizontal lines from the same color tone, but of different lightness and saturation. In the row from left to right, saturation and lightness change from a saturated field of medium lightness to a weakly saturated and lightest one (based on “Atlas of Flowers” by E. B. Rabkin, 1956). Vertical matrix - the order of colors in the visible part of the spectrum: red, orange, yellow, green, blue, indigo, violet
May
	Theme: “Colorful summer.” Objectives: – learn to distinguish primary colors and shades by saturation; – recognize color in the plant world (in nature); – learn to create a picture based on a verbal description; – develop auditory and visual memory, imagination	Equipment: color silhouette images of a rainbow, trees (of varying degrees of green color), strawberries, mushrooms, daisies, cuckoos; paper houses, sun; brushes, paints, sheets of paper, water; mosaic	Task 1. 1. Listen to the poem “What Summer Gives.” - What will you give me, summer? – Lots of sunshine! There's a rainbow arc in the sky! And daisies in the meadow! – What else will you give me? - The key ringing in the silence, Pines, maples and oaks, Strawberries and mushrooms! I’ll give you a cuckoo, so that when you go out to the edge of the forest, you shout to it louder: “Tell your fortune to me quickly!”

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			And in response she told you for many years! V. Orlov Task 2. “Answer the questions.” 1. What time of year is the poem talking about? 2. Name the colors of the rainbow. (Red, orange, yellow, green, blue, indigo, violet.) 3. What color is the forest? (Green.) 4. What color is the sky? (Blue, blue.) 5. What color is chamomile? (White, yellow center.) 6. What color is the sun? (Orange, yellow.) 7. What color are the mushrooms? (Grey, brown and black.) 8. What color are strawberries? (Red.) Task 3. 1. Consider the silhouettes. 2. Specify the color. Task 4. 1. Look at the colored silhouettes. 2. Lay out your picture “Summer” from the silhouettes, explain your actions. Task 5. Lay out a colored panel from the mosaic. Practical work. 1. Obtaining pale tones from saturated colors by diluting with water (according to the sample).

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Zachupeyko (Lyusova) Anna Valerievna
Features of the formation of visual perception in children with ODD.

Currently, the attention of many psychologists around the world is drawn to the problems of child development. This interest is far from accidental, since it is known that the preschool period of life is the period of the most intense physical, mental and moral development. In the senior preschool period, under the influence education and learning is undergoing intensive development in children all cognitive processes, including perception. The child takes possession perception of form, colors, pictures, space, fairy tales, people.

Do not forget that in preschool age not only the cognitive sphere, but also the speech sphere develops intensively. Majority children in older preschool age, they already fully master the sound side of speech, have a fairly extensive vocabulary, and are able to construct sentences grammatically correctly. However, not everyone experiences the same process of language acquisition. In some cases it may become distorted, and then children Various speech deviations are noted and the normal course of its development is disrupted. Impaired speech development also affects cognitive development, including the development perception, as L.I. Belyakova, A.P. Voronova, Yu.F. Garkusha, O.N. Usanova indicated in their studies.

Speech occurs in the presence of certain biological prerequisites and, above all, normal maturation and functioning of the central nervous system. Among the factors promoting the occurrence of general speech underdevelopment in children, distinguish between unfavorable external and internal factors, as well as external environmental conditions. These factors can influence both in the prenatal period of development (toxicosis, intoxication, alcohol, nicotine, drugs, etc., and during childbirth (asphyxia, intracranial birth injury, as well as in the first years of the child’s life (lack of speech motivation from others) , conflictual relationships in the family, wrong methods education, etc.. d.).

In speech therapy, under the general underdevelopment of speech in children with normal hearing and primary intact intellect, this is understood as form of speech anomaly, in which it is violated formation all speech components systems: vocabulary, grammatical structure, phonetics. Speech underdevelopment in preschool children can be expressed in different ways. degrees: from the complete absence of verbal means of communication to extensive speech with individual elements of lexico-grammatical and phonetic underdevelopment. These manifestations together indicate a systemic disorder of all components of speech activity.

Of great interest are the works of R. E. Levina, who use a systematic approach to the analysis of speech disorders in children. Each manifestation of abnormal speech development is considered against the background of a cause-and-effect relationship. Based on the correctional tasks of R. E. Levina, an attempt was made to reduce the diversity of speech underdevelopment to three levels. Each level is characterized by a certain ratio of the primary defect and secondary manifestations that delay formation of speech components. The transition from one level to another is characterized by the emergence of new speech capabilities.

The first level of speech development is characterized by an almost complete absence of verbal means of communication or their very limited development during the period when normally developing children it turns out that the speech is already complete formed.

The second level of speech development, L. E. Levina indicates increased speech activity children. They develop phasic speech. At this level, the phase remains phonetically and grammatically distorted.

The third level of speech development is characterized by the appearance of developed everyday speech without gross lexico-grammatical and phonetic deviations.

Children with general speech underdevelopment have peculiarities development of mental processes. They are characterized by instability of attention, decreased verbal memory and memorization productivity, a lag in the development of verbal and logical thinking, difficulties in mastering analysis and synthesis, along with underdevelopment of general motor skills, there is underdevelopment of fine motor skills of the fingers. Listed peculiarities lead to the inability to engage in educational and gaming activities in a timely manner or switch from one object to another; they are characterized by rapid fatigue, distractibility, and increased exhaustion.

In this regard, preschoolers with SEN experience great difficulties in mastering literacy. A number of authors in their works point to the relationship between the state of speech children, the level of their mental development and literacy skills (Levina R. E., Zhukova N. S., Efimenkova L. N., Mastyukova E. M.).

Therefore, one of the most important tasks of correctional education for preschoolers with special needs is literacy training. Many authors (Filicheva T. B., Chirkina G. V., Tkachenko T. A.) developed their own literacy training systems children with special needs, which are widely used by practicing speech therapists in correctional work.

Learning to read and write begins with familiarizing the child with visual images of letters. Memorizing all the letters of the alphabet and being able to identify each letter are prerequisites for mastering the skill of reading.

The letters of the Russian alphabet are planar geometric objects. Despite the variety of existing fonts and writing options, all letters consist of a limited set elements: horizontal straight, vertical straight, inclined, oval, semi-oval. In this regard, all the elements of each letter, as well as their relative location in space, acquire a distinctive meaning.

Formation primary images of letters (perception) and their further recognition is ensured visual analysis and synthesis with mandatory connection visually-spatial operations.

Image perception, or "vision", occurs only at the moment of fixation - the moving eye does not perceives information. However, these interruptions in vision are not felt by the reader due to the afterimage, which fills the time intervals necessary for eye movement, which creates the illusion of continuous vision. (V.P. Zinchenko and others). Even after a short presentation information in the visual Most of it is stored in memory and retained for a few seconds. Then the reading takes place information, stored in memory, or scanning. Scanning refers to more than just the process of reading information from memory, but also an orderly, purposeful movement of the gaze across the object perception to discover and examine its details. In this case, the direction of inspection is chosen individually by each person.

Eye movement, the motor component of vision, takes up approximately 5% of the time of the reading process, the remaining 95% is spent on recognizing what is seen during gaze fixations, i.e., on the gnostic component of vision. Consequently, the speed of reading and then writing depends on the volume information, perceived child in a short fixation time.

Regressive eye movements (i.e. returning the gaze from right to left) occur not only when moving to another line: they are necessary to return to what has already been read in order to clarify, check understanding of the meaning, and correct mistakes. The number of regressions depends on the degree of automation of the skill reading: the more experienced the reader, the less regressions are observed in his reading, and vice versa. In addition, the number of regressive eye movements depends on the complexity of the text, its novelty, significance for the reader and other factors.

As the child masters reading and writing are formed and anticipating(anticipating) eye movements, etc. "running" provides prediction of text content.

A child, learning to read and write, for the first time encounters the fact that he must control eye movements and correlate them with what is being read. text: be able to highlight the beginning of the text; trace a line from left to right; accurately move from one line to another, without skipping or repeating. The complexity of these operations sometimes forces the child to accompany reading with a finger movement, which plays an auxiliary role and is found in most children at the initial stages of reading acquisition.

For eye movements during reading, as for any type of purposeful movement, an important characteristic is the choice of direction movement: unlike scanning objects, their images, etc., reading requires the reader to have a single scanning direction information - from left to right. Changing this direction results in various reading errors.

Individual features of the development of visual perception and visual memory largely determines the nature of correctional work with children. Most accessible to children's perceptions are real objects and their images, more complex are schematic images, signs and symbols. Lastly, materials with superimposed, "noisy", half-drawn image.

Note that complete visual perception in children develops in the process of learning and repeated consolidation of acquired skills and acquired ways in different situations and on different objects. That is why numerous examples of didactic exercises and games (see below) should be used in different ways (perhaps even created by the teacher himself).

Let's consider options for development tasks visually-motor coordination, based on the principles of gradual complications:

Examination of individual three-dimensional objects with a gradually more complex structure;

Comparison of natural three-dimensional objects and objects (2-4, distinguished by pronounced features (color, shape, size, number of parts, location of individual parts, etc., further comparison of their images;

Recognition of realistic images from different angles;

Inspection of individual flat objects along a contour with a gradually more complex structure, with collapsible parts (in parts);

Comparison of contour images of objects and objects (2-4, distinguished by pronounced features (color, shape

Comparison of natural similar objects and objects (2-4, differing in minor characteristics (structure, number of parts, shades of the same color, size, location of individual parts, etc., further comparison of their images;

Comparison of contour images of objects and objects (2-4, differing in minor features (color, shape, size, number of parts, location of individual parts, etc.);

Recognizing a subject by its part;

Examination of plot pictures, highlighting plot lines (as a complication, it is possible to use absurdities);

Examination of two plot pictures that differ in minor elements.

The complexity of tasks can be achieved through the use of superimposed, "noisy" crossed out, under-drawn outline images, increasing the number perceived real objects(objects) and their images for memorization (from 2-3 to 6-7, the use of graphic and abstract images (including letters, numbers and their elements).

The teacher should remember that the optimal combination of volume of verbal and visual information, repeated exercises for each of the above positions stimulate and improve visually-motor coordination children. At the same time, the verbalization of the actions performed promotes consolidation of received ideas.

Researchers' interest in the problem visual perception in children with speech underdevelopment is quite high. Having analyzed the works of neuropsychologists, physiologists, teachers and psychologists, it is clear that this mental process has not been sufficiently studied. Visual the system is a complex neural apparatus - from retinal neurons to higher cortical zones, the synthetic work of which generates an adequate, holistic visual image. Functional mechanisms visual perception abilities exist in conjunction with the accumulation of individual experience through the formation, differentiation and generalization of conditional connections, in which the function is trained. Property of a functional system perceive manifests itself in certain productivity indicators; accuracy perception, i.e., compliance of the emerging image with the characteristics perceived object; completeness perception, i.e. the degree of correspondence noted above; volume perception, i.e. the number of objects that a person can perceive at a strictly fixed time; rapidity perception, i.e. the time required for adequate perception of objects and phenomena.

Visual the process is categorized, that is, it is mediated by meanings. Theoretical developments of the problem of categorization of meanings are presented in the works of L. S. Vygotsky, A. N. Leontiev and others.

From the point of view of most researchers, according to which visual perception is inextricably linked with thinking and cannot be considered separately from it. Therefore, studying Features of visual perception in preschoolers, it is impossible to differentiate test material strictly based on the study of one or another mental function. Studying visual perception will always reveal the state of logical thinking.

When a child makes a connection between a word and many visually perceived objects, while not identical - he is forced to analyze the subject, compare the selected parts, abstract individual ones and generalize the essential ones. So thinking in unity with speech is not easy "helps" perception, but does the whole process perceived as meaningful.

By the end of preschool age, external orienting actions necessary for the application of sensory standards are completely internalized. Standards begin to be used without moving, combining, tracing the outline of objects and external techniques; they are replaced by the movements of the eye examining the object or the palpating hand, acting as an instrument perception. U development of visual perception in children with special needs development well-formed a holistic image of the object. Many works indicate significant difficulties that preschoolers with SEN experience when perception visual material (T. B. Filicheva, G. V. Chirkina, V. P. Glukhov, V. K. Vorobyova, S. N. Shakhovskaya).

At visual object recognition in difficult conditions for children with general speech underdevelopment perceive the image of an object with certain difficulties, they need more time to make a decision; when answering, they show uncertainty and make individual mistakes in identification. When performing a task "equation to the standard" children in this category more often use elementary orientation forms, i.e. by trying on the standard, in contrast to children with normal speech, which mainly use visual correlation. Study visual perception allows us to conclude that for children with special needs development it is not sufficiently formed.

In older preschool age, ideas about color and color are being improved and complicated. form; is being improved perception in space; perception works of art; perception surrounding people and each other.

When studying peculiarities of children's orientation with OHP in space it turned out that children generally find it difficult to differentiate concepts "on right", And "left", indicating the location of the object, and there are also difficulties in orientation in one’s own body, especially when tasks become more difficult.

To a greater extent children with ODD suffer from speech perception. This is based on insufficient formation phonemic hearing, the purpose of which is to recognize and distinguish the phonemes that make up a word, compare the acoustic characteristics of sounds and make a decision about the phoneme. The child's system of phonemes is not complete formed in its composition. Due to the failure to recognize one or another feature, the sound is recognized incorrectly. This leads to the wrong word perception.

Without speech, without words, visibility is mute. She delays cognition children at the level of specific and special, not allowing the opportunity to move on to the abstract, and therefore to reveal the essential. It is in the word denoting sensually perceived objects, contradictions that exist in nature itself are resolved perception. The word reflects the general in the particular, the abstract in the concrete, the categorical in the individual, the essential in the accidental.

So the speech is in perception necessary not only for directing attention, explaining and indicating. A word denoting a concept, i.e., the essence of an object, by its very nature reveals the essential in the presented image and makes it meaningful.

Name perceived of a subject leads to its primary analysis and makes its comparison with other subjects the most justified, lasting and broad. Whole title perceived situation or picture is based on an analysis of the various relationships that exist between parts of the whole and leads to a different perception of this whole.

As the child accumulates and enriches his life experience, his differentiation becomes more and more subtle, categories become more and more enriched perceived objects and their qualities. By the time a seven-year-old child enters school, he is able to select small objects based on barely noticeable general features, and distinguish leaves and flowers by the slightest shades of color and lightness. Practical experience, the varied activities of a child among people around him and communicating with each other, are, in the true sense of the word, a school for his analytical activity. Without words, without speech, the transition to the higher stages of analysis and synthesis is impossible.

Thus, the study visual perception revealed significant differences between children with OHP and children with normal speech. U children with special needs development of visual perception is somewhat behind the norm and is characterized by insufficient well-formed a holistic image of the object. Research by many authors has shown that simple visual comparison of real objects and their images does not differ from the norm; difficulties are observed when tasks become more complex.

Based on an analysis of the works of teachers and psychologists, we can conclude that underdevelopment visual perception, orientation in space and visually-motor coordination is a prerequisite for the occurrence of optical dysgraphia. To prevent the occurrence of this type of dysgraphia, special correctional and developmental work with preschool children is necessary.

Bibliography

1. Zhukova N. S., Mastyukova E. M., Filicheva T. B. Overcoming speech development delays in preschool children. – M.: "Education", 1973. – 121-133 p.

2. Overcoming the general underdevelopment of speech in preschool children. Educational and methodological allowance. Under. General Ed. G. V. Volosovets. – M.: Institute of General Humanities research: V. Sekachev. 2002.

3. Uruntaeva G. A. Psychology of a preschooler. M.: Publishing Center "Academy", 1997. – 121-133 pp.

PERCEPTION

Perception is one of the main functions in young children; it is with its help that knowledge about oneself and the world around them is accumulated. Visual perception underlies visual attention, visual memory and thinking. Acoustic perception is fundamental in a child’s acquisition of speech. An adequate perception of himself and his own body will help the child feel more confident, teach him self-respect and self-acceptance.

general characteristics
Perception is a person’s reflection of an object or phenomenon as a whole with its direct impact on the senses (Lyublinskaya A. A., 1971).

Process of development of perception

The process of development of perception begins from the very first days of a child’s life. In the first weeks of life, a newborn only experiences certain properties of the surrounding reality.

Perception is formed in connection with the development and complication of the activity of analyzers (visual, auditory, tactile, olfactory, gustatory, etc.). Faced daily with certain people and surrounding objects, the child constantly experiences visual, auditory, skin and other irritations. The irritations caused by each object are gradually isolated from all the influences of surrounding objects and phenomena and are associated with each other, which leads to the emergence of the perception of the characteristics of this object.

The baby's actions are important - grasping objects with his hand and operating them. As the child’s activities become more complex, he uses an increasing number of household items for practical purposes (while eating, washing, dressing), as well as manipulating things in various games, his perception of surrounding objects and phenomena is enriched and refined.

Assessing the main new formations in this area in young children (from 1 year to 3 years), it can be noted that this is the most important period for the development of object perception (Ermolaeva M.V., 2003). Visual actions, with the help of which the child perceives objects, have developed in the process of grasping and manipulation. These actions are aimed primarily at such properties of objects as shape and size. At an older age, from 3 years and older, perception actively develops in the following directions (according to A. A. Lyublinskaya, 1971):

1. Perception of color and shape. The color of an object is an identifying feature for a child only when another, stronger feature - shape, for some reason does not receive a signal value. However, the task that is assigned to the child plays a huge role in the choice of the leading feature.

2. Perception of whole and part. The perception of the whole and the part occurs differently, depending on what object is perceived by the child - familiar or unfamiliar, what part is highlighted for its recognition - characteristic (an elephant's trunk) or non-specific for a given object.

However, quite often a situation is observed when a child draws a conclusion about the meaning of the whole (for example, an image) based on one insignificant detail (syncretism).

3. Picture perception. In the process of mental development, children move from fragmentary perception, that is, recognition of individual objects that are in no way connected with each other, to first identifying their functional connections (what a person does), and then to revealing deeper relationships between objects and phenomena: causes, connections , circumstances, goals. The question itself with which an adult addresses a child is of great importance; it is necessary to orient him towards understanding the plot of the picture.

4. Perception of space. Already in early childhood, a child learns the size and shape of an object through active interaction with it. In the second year of life, children learn the distance and location of an object based on the muscular (muscular-joint) sense, to which visual sensations are added. The function of the visual analyzer turns out to be the leading one up to 3-4 years of age.

The meaning of speech is very important: using words-prepositions, words-directions, children master spatial coordinates. It is most difficult for preschool children to learn the relationship between “right” and “left”, which is associated with the peculiarity of their perception and assessment of the position of their own body.

5. Perception of time. For the first time, the baby becomes oriented towards time in the middle of the first month of life, when he learns to wake up regularly after 3 hours, at the time of feeding. This conditioned reflex is temporarily one of the earliest in a child’s life.

Children of older and younger preschool age orient themselves in time based on purely everyday indicators. If the life of children is strictly subject to a certain regime, that is, distributed over time, then a three- or four-year-old child confidently notes the morning (“we haven’t had breakfast yet”) or the evening (“they will come for us soon”). They distinguish between day (“afternoon snack soon”) or night (“everyone is sleeping”). Soon, these everyday milestones are joined by more objective natural phenomena, which children learn to perceive as signals of a certain time (“Morning (in winter) is not quite light yet,” “Evening is already dark, there is no sun”). However, for a long time children do not understand the objective movement of time, its independence from the will and actions of people.

In speech, the first differentiation of temporal categories is the introduction of words such as “first”, “then”, “earlier”, “later”, arranging events according to their real sequence.

To summarize, we note the following:

Perception requires not only the readiness of analyzers, but also some experience and knowledge about things. Therefore, it is formed throughout the entire period of the child’s development and is inseparable from his general mental development. In the development of the perception of objects and events in people’s lives, the characteristics of objects and the connections between them: spatial and temporal, play a huge role. The child learns them gradually, expanding his experience with the help of adults;

The development of perception itself is a transition from a united, syncretic, fragmentary reflection of objects by children to a dissected, meaningful and categorical perception of things, events, phenomena in their spatial, temporal, causal relationships.

Neuropsychological aspect. Formation of visual perception

I would like to say more about this modally specific form of perception, since it is this that is fundamental in the child’s mastery of the surrounding space.

The primary visual cortex undergoes intensive development already during the period of intrauterine development and at a very early age - the first four months of a newborn’s life (Glozman Zh. M., 2009).

The characteristics of evoked potentials in response to various types of stimulation indicate that already on the 6th-8th day of life the visual system can analyze the structure of the visual world, but this function is provided only by one projection cortex.

At the same time, the ability to perceive individual visual properties gradually begins to form. By 3-4 months, the child secretes a yellow-blue component, and by 4-5 months, a red-green component. In addition, if the volume of the brain as a whole by 4 months of life is approximately half the average size of the adult brain, then the volume of the visual cortex at this age already reaches its maximum. And by the age of 5-7 years, the shapes of the cells of the visual cortex do not differ from adults.

From one year to 3-4 years, the specialization of the cortical zones involved in perception is small; it becomes more differentiated only by 6-7 years. During this period, significant changes occur in the visual areas, expressed in their specialization in the implementation of individual visual operations.

At 3 and 4 years of age, there is a close interaction between visual perception and motor actions. Practical manipulation of an object is a necessary factor in visual recognition. The images formed as a result of the interaction of looking and feeling are still fragmentary. The idea of objects is formed either on the basis of a holistic description or on the reflection of their individual properties.

By the end of preschool age, visual and tactile examination of an object becomes more organized and systematic. The identified features correlate with each other and with the holistic representation of the object, which contributes to the formation of a differential and more adequate sensory image (Mikadze Yu. V., 2008).

Development of visual perception

As mentioned above, the function of visual perception itself underlies many different mental processes based on the participation of the visual analyzer. First of all, this concerns thinking, visual memory, reading and writing. Early age is the most sensitive for the accumulation of visual type information. We offer you a number of exercises that will help make this process fun and interesting.

CUT PICTURES

The game presents a developing version of the diagnostic technique. The child is given two identical images: a whole one and one divided into several parts (starting with two, then three, four, five). The child’s task is to assemble the whole image, first according to the model, then without it. As a complication, you can increase the number of fragments, as well as the complexity of the image itself.

SELECTING THE MISSING IMAGE FRAGMENT

Children's age: from 1.5 years.

The child is offered a picture (of any nature) with a missing fragment and a set of missing pieces. The child’s task is to choose the right piece.

CONTOURS

Children's age: from 1.5 years.

This game involves recognizing the contours of two or more images superimposed on each other; for older children these can be numbers and letters.

LABYRINTHS

Children's age: from 1.5 years.

For the labyrinths offered to the child in this game, it is fundamental that the intersections of several lines are given here. For example, a child is asked to untangle strings of balls or find his own path for each character in a fairy tale, etc. On paper, it is advisable to begin mastering the process by tracing the “paths” with the child’s finger, then with a pencil, and only then with his eyes.

COLORFUL WORLD

The game is aimed at consolidating the child’s knowledge about colors and developing color perception.

Children's age: from 2.5 years.

An adult and a child remember the names of the primary colors of what surrounds them. An adult says to a child:

“Please look, what color is the sky?
That's right, blue. Now look around and find something else as blue as the sky. Come and touch this object with your hand.”

As a complication, you can invite your child to touch something red with one hand and something blue with the other, gradually increasing the number of colors to five.

SIMPLE FIGURES

Children's age: from 2 years.

This game can be played outside. Here you will need cards with the simplest geometric shapes (triangle, square, circle). There may be more cards, since the figures on them must be depicted in different sizes and colors (for example, a large blue triangle, then a small yellow triangle, etc.). You will also need white chalk, with which you will draw the same shapes on the asphalt, but of the same size and color (three in total). An adult says to a child:

“Look what interesting pictures I have. You see, they depict different figures, do you remember what they are called? And now you will pull out one at a time, and as soon as you recognize her, you will need to run to her house, which is drawn on the asphalt with chalk, and leave the figurine there. I wonder where we will have the most residents?”

CARDS FOR KIDS

The game is aimed at developing the perception of color and shape.

Children's age: from 2 years.

Instructions and game progress: You will need regular playing cards. The younger the child, the fewer cards need to be used. The adult tells him:

“Look what interesting pictures I have. They all seem different, but in fact, some of them have something in common. This and this picture: they are both red, but these ones show girls. Let’s choose one main feature together and put all the pictures in order.”

As a classification, you can choose various features - color, shape, character of the image (boys/girls), etc.

READING LIPS

The game is aimed at the child’s ability to concentrate his gaze, expand his vocabulary, and develop phonemic hearing.

Children's age: from 4 years old.

Instructions and game progress: the adult says to the child:

“Do you know that there are people who cannot hear? They understand what is being said to them only by their lips. Let’s play like this: I’ll tell you the word with just my lips, and you’ll try to guess it.”

Start gradually, with the simplest and most familiar words to the child, for example with his name. First say the words out loud, then in a whisper, then barely audible, and finally silently. Remember to clearly articulate each sound.

WHAT'S Drawn THERE?

The game is aimed at developing the perception of the part and the whole.

Age of participants: from 3 years.

Instructions and game progress: You will need several pictures, as well as a white sheet of paper larger than the drawing, with a hole cut in the middle the size of a 5-ruble coin. You cover the drawing with a blank sheet with a hole and show it to the child in this form. Adult says:

"Look what I have. You see, there is a small window cut out in this picture, but you can see very little through it. Let’s try to move this window around the drawing, so you and I can see more and guess what is drawn there.”

Thus, the child sees the image not as a whole, but in parts.

COMPLETE DRAWING

The game is aimed at developing visual perception and imagination.

Age of participants: from 2 years.

Instructions and game progress: Depending on the age of the child, tasks vary in complexity. You offer your child a drawing in which something is missing (a roof on a house, a petal on a flower). The task is to complete the image. An adult says to a child:

“These drawings are different from the others, there is something wrong with them. Probably, the artist forgot to draw some part of it, let’s look together and find what’s missing.”

If the child finds it difficult, show him the same drawing, in which the image is given in full, and ask them to compare them.

STIT PATTERN

The game is aimed at developing the perception of form.

Age of participants: from 2 years.

Instructions and game progress: here you will need a sheet of paper and a pencil; in front of the child, you draw a “path” from the dots (several dots at a distance of 3-5 cm from each other), then ask the child to connect them all into one line.

“And now my path will turn. Look and guess what form it took?”

With dots you indicate the vertices of the simplest shapes - a triangle, a circle, a square. If it is difficult for a child to draw a straight line from point to point, offer him a choice of cards with figures already depicted, and let him choose from them. To complicate things, take object images - a car, a sun, a teddy bear.

Acoustic (auditory) perception

From birth, a child is surrounded by many sounds, but they are perceived by him unconsciously. The ability to focus on sound is a very important human feature, since without it it is impossible to master speech. This quality is developing, and therefore in this section we offer you a number of games that will help open the world of sounds to your baby and make him more sensitive to this side of perception.

WHO WILL HEAR WHAT

The game is aimed at developing auditory perception and expanding the active vocabulary.

Children's age: from 1.5 years.

Instructions and game progress: you will need objects that make different sounds, for example, a bell, a hammer, a children's pipe - whatever you want, you can select these objects by category: musical instruments, objects made of paper, etc. The adult says to the child:

“Let’s listen together to what sounds the objects I have prepared here make. Now I’ll hide them behind my back and make noise with them. Yes, that's it. And you try to guess what kind of object it was.”

A more complex version of the game for older children (age: from 3 years)

Instructions and game progress: You only need a sheet of newspaper. An adult says to a child:

“Listen, what interesting sounds a newspaper can make - if I tear a piece from it, if I her I'll look through it, if I crumple the page, if I her I'll throw it up. Now hold the exact same newspaper and close your eyes. I will make different sounds with my newspaper, your task is to guess with your eyes closed what I am doing and repeat this action with your newspaper. Is it clear? Then we started."

HELP THE TOYS

The game is aimed at developing hearing acuity and the ability to correctly perceive auditory instructions.

Children's age: from 2 years.

Instructions and game progress: Prepare a few of your child's favorite toys, such as a doll, teddy bear and car. An adult says to a child:

“You and my toys are going for a walk, but they are confused and don’t know what to do. Let me say out loud what they need to do, and you show the toys how to do it right.”

For example:

– take the bear and put it in the car;

– take the bear from the car;

– put the doll in the car;

- take the doll for a ride in the car.

The older the child, the more toys and the more complex instructions you can use.

TRANSFORMATIONS

The game is aimed at developing composure, expanding active vocabulary, and also enhancing the concentration of auditory perception.

Children's age: from 1.5 years.

Instructions and game progress: the adult says to the child:

“Let's pretend that I'm a wizard. I will take turns turning you into a bunny (use your hands to depict ears above your head), then into a dog (you show your mouth with your hands - hold your hands in front of your face and open them). As soon as I name the animal, you must immediately turn into it. If you did everything right, then we switch places.”

For older children, you can add additional animals - a cat (the child wags his “tail”-butt), a bird (waving his arms like wings), a fish (the child shows with his hands as if he is swimming).

I'M HERE

The game is aimed at developing the ability to navigate in space, quickly concentrate and find the source of sound.

Children's age: from 1.5 years.

Instructions and game progress: the adult says to the child:

“Now I’ll blindfold you, don’t be scared, then I’ll quietly move away from you (start with smaller distances, gradually increasing them to 3 meters).
And now I’ll say loudly: “I’m here,” and you just need to show with your hand where my words came from.”

If you are playing in the company of other children, then you can ask the driver (a child with his eyes closed) to guess by the sound of his voice which of the participating children stepped aside.

RAIN

The game is aimed at developing concentration and the ability to act coherently in a group.

Children's age: from 3 years.

Instructions and game progress: This game will be more interesting if you play it with a group of children. But even if you are alone, you will definitely enjoy it. Adult says:

“Let's sit in a circle, each of you will play the same sound as his right neighbor. At first, when I just start, the sound will be very quiet. Then the child next to me (call him by name) will also start making such noise, then his neighbor will start doing the same. Then, one by one, everyone will start playing the same sound.
So, at first the rain is lightly dripping (rub your palms together, when all the children have rubbed their palms, take the next step).
And now the rain has come faster (pat your hands gently on your thighs and wait until all the children do the same).
Now it’s raining as hard as you can (slap your thighs harder, wait until all the children take turns repeating this sound).
And now the rain has turned into a real thunderstorm (stomp your feet and imitate the sounds of a hurricane: “U-oo-oo-oo” - give the children time to repeat after you).
Now the weather is gradually improving (you “turn off” each sound in the reverse order - stomping, strong clapping on hips, weak, sound with palms - while the children stop in the same order one by one).”

THESE SOUNDS ARE NOT FOR BOREDOM

The game is aimed at activating the child’s past experience and developing acoustic memory.

Children's age: from 2 years.

Instructions and game progress: The difference between this game and the previous versions is that here you do not use specially selected sounds, but everyday everyday noises (stirring a glass with a spoon, the creaking of a door opening, a phone ringing), that is, all the sounds that a child does not pay attention to in everyday life. converts. You blindfold him, play any household noise and ask the child to guess what it was and what it was for. It is important that you do not discuss in advance what exactly the sounds will be; they can be limited to “zones”. For example, sounds of the kitchen, sounds of the nursery, sounds of the hallway, etc. If the child is older, you can give 2-3 sounds in a row, thus training acoustic memory.

WHO IS BIGGER?

This game belongs to the category of games related to household noises.

Children's age: from 2 years.

Instructions and game progress: the adult says to the child:

“Let’s compete a little: let’s close our eyes and listen for exactly a minute to what’s happening around us. When the minute is up, we will count who heard the most sounds.”

You can time the minute on an alarm clock, a timer built into your mobile phone, or you can ask someone else to be a judge and time it for you.

WHO'S TELLING?

The game is aimed at developing auditory perception and concentration of acoustic attention.

Children's age: from 2 years.

Instructions and game progress: This game is more suitable for group participation, but it can be played by two people. Prepare a tray with toys; these could be, for example, only fruits, or only vegetables, or just your baby’s favorite toys. If a group of children is playing, invite everyone to put their favorite toy on the tray. Then, using a counting rhyme, you choose the driver, turn his back to the other children and say:

“And now the fun begins. Let one of you go to the tray, take any object from it (depending on what you decide to put on it) and name it out loud. So who's first?

Perception of one's own body

From early childhood, children learn an enormous amount about their bodies. Children learn to recognize and name different parts of the body, learn to control them. The cumulative knowledge about individual parts of the body is called “body image.” With the help of the games proposed in this section, we will help you form a positive image of your own body in your child. This will help him feel more confident, since body image is very closely related to self-esteem.

Several of these games will help your child learn and remember the names of all parts of the body.

YOU CAN?

The game is aimed at developing the child’s knowledge about the parts of his own body.

Age of participants: from 1.5 years.

Instructions and game progress: You can play either in a group of children or with one child. Adult says:

“Let’s stand freely, so as not to interfere with each other, and now:
– can you cover your ears with your hands?
– can you cover your mouth with your hands?
– can you cover your eyes with your hands?
– can you touch your chin with your finger?
– can you touch your feet with your hands?
-...touch your hands with your palms? touch your nose with your finger? put your hands on your stomach? raise your arms high above your head? cover your knees with your hands? touch your belly button with your finger? put your hands on your shoulders? spread your arms wide?

If this causes difficulties for children, accompany each instruction with a demonstration; to make it more difficult, the same tasks can be performed with their eyes closed.

TOUCH

The game is aimed at consolidating knowledge about the structure of the human body and developing tactile perception.

Age of participants: from 3 years.

Instructions and game progress: the adult says to the child:

“Stand up as you please.
And now you can show me how you touch the floor with your knees (how you touch the floor with your hands, how you touch your back to the wall, how you touch your elbow with your knee, your hand on your wrist, your hand on your side, your nose on the door, your nose on the floor, your feet on the floor, your two feet on the floor, your heel walls, two elbows of the table, the knee of the chin, the ear of the chair seat, how high do you lift toys with two hands, how high do you lift toys with two feet)?

What else do you want to show me?”

FROM HANDS TO LEGS

The game offers an unusual way to get to know your body parts.

Children's age: from 2 years.

Instructions and game progress: You will need a person drawn (with chalk on a blackboard, asphalt, or a felt-tip pen on a large sheet of Whatman paper). A schematic representation is possible, but it should include the torso, legs, arms, hands, feet and head. The adult says to the children:

“I want to see if you can use your feet to show different parts of the human body. Can you stand on your head and from there jump onto your neck? Jump from hand to hip? Can you jump from your hip to your foot? Jump from this foot to the other? Can you slowly walk up your leg to your stomach? How about jumping from your stomach to your head?”

A simpler option:

“Now stand in front of your little man. I will name different parts of the body, and you will need to jump to them. As soon as I clap my hands, I need to go back. Ready? Head!"

HIDE AND HIDE

The game is aimed at developing tactile perception, which involves touching various parts of the body.

Children's age: from 2 years.

Instructions and game progress: the adult says to the children:

“Let's play hide and seek, but not ordinary ones, but let's hide parts of our body. But you need to hide them so that no one sees them. First, hide your eyes, mouth, nose, knees, all fingers, teeth, legs, hair. Now lie on your back, raise your arm, foot, knee, elbow, leg, head up. Now we will learn to lift two parts at a time. Raise your hands, thumbs of both hands, elbows. And finally - the most difficult thing: lift your foot and palm, knee and head, elbow and leg, big toe and big toe.”

* * *

And the following games will help your child be more attentive to the sensations coming from his own body.

FUNNY LEGS

In this subsection, several tasks are offered for the child aimed at the kinesthetic sensitivity of his legs.

1. "Pathfinders". Here you will need finger paint and a large sheet of whatman paper. Invite your child to draw a path, but not just like that, but with his own legs. Pour the paint into a small plastic bowl slightly larger than your child's foot. Let the baby dip his foot in it and leave his mark on whatman paper.
Children's age: from 2 years.
2. "Artist's Foot" For this game you will need the same as for the previous one. But it is suitable for older children: from 3 years old. Its difference is that you insert a brush or pencil between the toes of your bare feet. Let the baby try to draw with his feet. This game, in addition to perception, will develop the child's sense of coordination and balance.
Children's age: from 3 years.
3. "Happy Paths" First you need to prepare the paths. To do this, take a piece of thick fabric, fold it in half and stitch it on a sewing machine. The width of the resulting strip should be about 30 cm. It can be any length - depending on your imagination and desire. Then stitch from the bottom - you will get something similar to a long cover. Now is the time to choose fillers, it can be crumpled newspaper, any cereals, walnut shells, cotton wool - anything. Place the filling in the case so that you get a filled square with sides 30 by 30 cm, then stitch along the upper border of the square with the filling so that it does not spill out. Then you can add the next one - and so on until the very end of the case. As a result, you should end up with something like a “sausage”, stitched every 30 cm, with a lot of fillers. This is the “happy path”. Now let the baby try to travel along it, preferably barefoot or wearing thin socks. It would be great if you could sew squeaker toys into stripes. Then if the baby steps on them, they will make different sounds, which will cause real delight in the child.

MAGIC BAG

The game is aimed at developing sensitivity to sensations coming from the hands.

Children's age: from 2 years.

Instructions and game progress: the adult says to the child:

“Hold in your hands these small toys that I have prepared for you (it can be anything, preferably made of different materials and feel different to the touch), feel them properly, remember what they are like. Now I will hide them in this small opaque bag. You will need to put your hand into the bag and, without looking, guess by touch what object you are pulling out.”

FUN PALS

The games below represent palm massage in a playful way, without age restrictions. Here are some examples of children's nursery rhymes.

Take the child’s hands in yours and, clapping them, say:

- You’re okay, okay.
- Where were you?
- By Grandma.
- What did you eat?
-What did you drink?
- Brazhka.
-What's for a snack?
- Sour cabbage.
- Have you had a drink? Have you eaten?
Shoo, let's fly.
They sat on the head.

At the words: “Did you drink? Have you eaten? take the child's hands and place them on his head.

The adult points to the child’s palm and says:

- Forty-forty! Where were you?
- Far!
- What did you do?
– I cooked porridge and fed the children.
Gave this one (flexes his thumb)
Gave this one (flexes index finger)
Gave this one (flexes middle finger)
Gave this one (flexes ring finger)
But I didn’t give it to this (flexes his little finger).
You didn’t carry firewood, you didn’t light the stove!

FEATHER

Children's age: from 2 years.

Instructions and game progress: here you will need a light airy feather.

“Look at that feather. Let me tickle your palm with it. Now close your eyes, I will touch any part of your body with this feather. You will need to show with your finger where the feather touched you.”

TENDER BACK

The game is aimed at developing general sensitivity. This process, as a rule, gives children great pleasure.

Children's age: for all ages.

Instructions and game progress: put the baby on his tummy. If the environment allows, expose his back. Adult says:

“Now I’ll try to draw a picture on your back, and you’ll guess what it is.”

The younger the child, the simpler the drawings should be: a path, a dot, the simplest geometric shapes - a circle, a triangle, a square. If this causes difficulties for the child, draw the same image on his palm so that the child can see it.

Stages of development of visual perception in children table. Mamulkina V.E. Development of visual perception in preschool children with visual impairment. Selecting the missing image fragment

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The problem of finding the meaning of life (Unified State Examination Arguments)

Blind musician, Vladimir Galaktionovich Korolenko