Overlapping images development of visual perception. Visual perception of preschool children. Physiology of visual perception

Sections: Corrective pedagogy

“The teachings of reading, writing and writing disabilities have been around for over 100 years.
However, even to this day, diagnostic issues
and corrections of these violations are relevant and complex"
R.I. Lalaeva.

Researchers claim that 90% of information is perceived visually by a person. If we compare two of the possible ways of understanding the world: with the help of touch or vision, it turns out that the latter has an apparatus that is adapted to immediately perceive simple and well-known objects and phenomena from previous experience. When perceiving complex, unfamiliar objects or entire situations, the process of preliminary visual orientation in an object comes closer and closer to that sequential and element-by-element recognition that is characteristic of touch (A.R. Luria, 1975).

For a child entering first grade and encountering a huge number of new, unfamiliar objects, a high degree of development of visual perception, visual memory and the ability to analyze and synthesize visual information is certainly important and necessary. However, this is not typical for all first-graders. The lack of systematic perception, the inability to subordinate it to the task at hand, as well as the inability to highlight the essential, a low level of comprehension of visually perceived material is typical for 40-80% of children. The consequence of this in the first grade is the forgetting of the outline of rarely encountered letters, replacing them with each other or replacing letters with similar optical characteristics, which greatly complicates the process of initial learning and requires appropriate assistance. Underdevelopment of the visual perception process leads to disruption of the reading and writing processes. Children have optical dyslexia and dysgraphia. For several years I have been dealing with the issue of correcting impaired reading and writing processes in schoolchildren. I drew attention to the fact that the causes of these difficulties should be sought in preschool childhood. Children with speech disorders most often experience optical dysgraphia and dyslexia. As he points out in his book “Development and Correction of Reading Skills” L.N. Lisenkova, Difficulties in developing reading skills can be caused by:

Violation of spatial concepts;

Impaired hand-eye coordination;

Violation of visual and auditory perception;

Violation of voluntary attention;

Memory impairment, etc.

Reading and writing disorders in children with relatively intact intelligence (without mental retardation) are often combined with underdevelopment of simultaneous (simultaneous) and successive (sequential) processes, as well as with a deficiency of mental functions such as attention and memory (A.N. Kornev)

The visual functions that support reading operations are gradually formed in the child during the preschool period, but this process is spontaneous and unorganized. A child learns to see in the same way as he learns to walk and talk. As perceptual experience is enriched, the child develops individual ways of analyzing visual information, which form the basis for establishing connections between real objects, their images and symbols. In the preschool period, possible individual differences in strategies and levels of development of visual perception are not noticeable to others in the child’s everyday life. Among the most typical characteristics of visual perception of preschool children is its low differentiation. Children inaccurately and erroneously differentiate similar objects: sometimes they do not distinguish between images of similar objects and similar objects themselves, letters and words that are similar in outline are confused, etc., which is associated with age-related weakness of the analytical function of perception. Children of this age tend to lack of targeted analysis upon perception. Often they highlight unimportant details that an adult will not always pay attention to, while the essential is not perceived. Pronounced emotionality of perception- the next characteristic of visual perception of information by children of this age. Therefore, children, first of all, perceive those objects or their properties that cause a direct emotional reaction. A brightly colorful living thing is not only emotionally perceived, but is also better remembered than, for example, a symbolic and schematic image. In the process of pre-preschool and primary education, a gradual restructuring of visual perception of information occurs, it rises to a higher level of development and takes on the character purposeful activities, becomes more analyzing, differentiating, takes on the character of an organized observations. But for this, adults need to specially organize children’s perception of the surrounding reality, develop in them the ability not just to look, but also the ability to peer and highlight the essential. Purposeful work will give positive results and lead to the development of a high level of visual perception by the end of preschool age.

When I started working in a kindergarten, I decided to purposefully study and confirm my assumptions about the level of development of visual perception in preschoolers. The method of Maryana Bezrukikh helped me to objectively assess the level of development of visual perception of children in the older age group at the beginning and at the end of the school year. This method is a revised test method by M. Frostig (see Appendix 1).

Diagnostic results using the method of M. Bezrukikh (beginning of the academic year)

In three children out of five subjects, the level of visual perception was below the age norm. This confirmed my assumptions that visual perception disorders are also common in children with speech disorders.

Previously, I had studied methodological literature on this problem (I.N. Shevlyakova “Look at the world carefully”; E.V. Shmidt “Development of visual perception and recognition (visual gnosis), attention in older preschoolers when mastering reading”). Therefore, I immediately began work on developing the visual perception of children in the older age group. I expected to increase my level of visual perception by about 20% by the end of the school year. The main activity of preschool children is play. Children learn about the world through play. This is what I relied on when selecting exercises for developing visual perception. In order to gradually master the technology of visual perception, rational methods of memorization and logical processing of visually presented information by children, game tasks and exercises were used, both in class and outside of class time. At first, real objects were used, and only after making sure that they were easy to recognize, memorize and correctly analyze were color realistic images of objects used, and then black and white and plot pictures, illustrations made in different artistic manners, schematic images, drawings , noisy objects, isonraphs.. This is due to the fact that the perception of an image is a psychologically much more complex process, since it does not simply repeat a real object, but conveys it on a plane using special techniques and means.

To develop visual gnosis, children were offered games and developmental tasks.

I. Games to develop the ability to follow with the eyes.

Goal: Formation of strategies for scanning images, development of precise tracking eye movements, eye control, hand-eye coordination.

• "Labyrinths"

II. Games to develop the ability to look and see.

Target: Development of visual-spatial perception and recognition, spatial concepts, imaginative thinking.

In these games, the skill of visual analysis and synthesis is formed, voluntary attention and memory are developed, and an idea of ​​sensory standards is formed.

1. Name an object based on its contours.
2. Name the unfinished objects.
3. Name the crossed out, shaded, hidden images. ("Who will see more")
4. Select subject images superimposed on each other (“Isographs”)
5. Determine what the artist drew incorrectly.
6. Distribute objects by size (taking into account actual sizes).
7. Distribute images of objects by size, taking into account their actual sizes.
8. Selection of pictures for a specific color background.
9. Game "Geometric Lotto".
10. Selection of identical strips. Children are offered multi-colored stripes, consisting of two parts (with a white stripe at the bottom). the speech pathologist shows one of the strips. Children find a similar strip.
11. Selection of paired cards with geometric shapes.
12. Game "Collect the picture"
13. Game "Logical Lotto".
14. Matching objects by color and shape.
15. Finding shapes consisting of triangles and arrows among others.
16. Drawing images consisting of shapes and arrows.
17. Finishing the drawing of unfinished contours of circles and triangles.
18. Completion of drawing symmetrical images.
19. Composing pictures cut into parts (2,3,4,5,6,7,8).
20. Game "Opening windows in the house."
21. Adding to the drawing. It is proposed to draw a house, to the right and above the house is the sun, to the left of the house is a fence, to the bottom right to draw a lake, to the right of the fence are flowers.
22. Running Raven tests. Children are offered Ravenna matrices with cut out parts and several inserts (children's version). Children are asked to find the correct insert.
23. Designing figures from matches and sticks.
24. Games "Tanagram", "Colomb's Egg", "Magic Circle"
25. Construction from cubes Kos, B. Nikitina. Each cube is divided diagonally and painted in a different color. It is proposed to create various patterns.
26. Analysis of ridiculous drawings.

The preparatory group is working on the formation of letter gnosis.

The exercises aroused the keenest interest of the children. And the use of bright visual material and encouragement further facilitated the learning process.

At the end of the school year, a repeated diagnosis was carried out to check the effectiveness of training.

Diagnostic results (according to M. Bezrukikh’s method)

F.I. child	Beginning of the year		The end of the year
	Perception factor	Percentage of perception	Perception factor	Percentage of perception
Vlada	45	50%	53	80%
Julia	56	90%	58	92%
Vitaly.	44	50%	57	90%
Daria	42	45%	53	80%
Kirill.	50	75%	53	80%

The positive results obtained indicate that it is necessary to continue work on the development of visual perception, complicating the material, using exercises that correspond to the level of development of visual perception, the age of the child and taking into account the zone of proximal development. In the future, I have focused work on the visual perception of letters. Development of a system for the prevention of optical dysgraphia.

The systematic use of special exercises will lead to the development of a fairly high level of visual perception by the end of preschool age. This will make it easier for children to learn reading and writing skills in the future.

The same exercises can be used to correct visual perception in children of primary school age.

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.

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 perceptions. The level of representations includes figurative memory, imagination, sequential images, 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 children. 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, look left, right), the wind is quieter, quieter, quieter (slowly squat down, 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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11. Zaporozhets A.V. Development of sensations and perceptions in early and preschool childhood. Textbook - M.: 1986.

12. Zaporozhets A.V. Psychology of a preschooler’s child’s perception of a literary work: a textbook. – M.: Pedagogy, 1964.

13. History of preschool pedagogy in Russia, edited by S.F. Egorova: M., 1999.

14. Kirilenko G.G., Shvetsov E.V. Philosophical Dictionary. – M.: 2002.

15. Komensky Ya.A. Selected pedagogical works - M.: Pedagogika, 1982. (Komensky Y.A., op. in 2 volumes - vol. 1)

16. Nikulina L.V., Fomicheva L.V., Artyukevich E.V. Children with amblyopia and strabismus. Textbook / edited by Nikulina G.V. – St. Petersburg: publishing house of the Russian State Pedagogical University named after A.I. Herzen, 1999.

17. Plaksina L.I. Theoretical foundations of correctional work in kindergarten for children with visual impairments. A manual for educational institutions - M., 1998.

18. Plaksina L.I. Development of visual perception in children with visual impairments (in the process of learning mathematics) - Kaluga: Adele Publishing House, 1998.

19. Plaksina L.I. Development of visual perception in the process of object drawing in children with visual impairments. Educational and methodological manual for defectologist teachers - M.: Humanit. from. Vlados center, 2008.

20. Podkolzina, E. N. Development of visual perception in preschool children with visual impairments / E. N. Podkolzina // Education and training of children with developmental disorders. - 2007. - No. 3. - P. 35-39.

21. Programs of special (correctional) educational institutions of type IV (for children with visual impairments). Kindergarten programs. Correctional work in kindergarten / Ed. L.I. Tearful. -M.: Publishing house "Exam", 2003.

22. Solntseva L.I. Introduction to typhlopsychology of early preschool and school age. – M.: Polygraph service, 1997.

23. Solntseva L.I., Deniskina V.Z., Butkina G.A. Psychology of raising children with visual impairments - M.: Tax Bulletin, 2004.

24. Tuponogov B.K. Fundamentals of correctional pedagogy: - textbook. Benefit. – M.: City of Childhood, 2008.

Visual perception is a complex job, during which a large number of stimuli acting on the eye are analyzed. The more perfect the visual perception, the more diverse the sensations are in quality and strength, and therefore the more complete, accurate and differentiated they reflect the stimuli. A person receives the bulk of information about the world around him through vision.

Visual perception is a complex process that includes various structural components: volition, purposefulness, visual-motor coordination, visual examination skills, analytical and synthetic activity of the visual analyzer, volume, constancy of perception.

Visual images, like any mental images, are multidimensional and complex; they include three levels of reflection: sensory-perceptual, level of ideas and verbal-logical level. As studies show, the formation of any level of visual reflection in children with intellectual disabilities is impaired (E. S. Bein, K. I. Veresotskaya, etc.). Briefly characterizing the main disorders, we note that the visual images of such children are impoverished, often deformed and unstable. Children with intellectual disabilities have difficulty identifying an object's constituent parts, proportions, and unique structure; they may miss important details (for example: a watch without a screw); They do not always accurately recognize color and shades of color. In the process of recognizing objects and phenomena familiar from past experience, they exhibit generalized recognition, identification of objects that have some similarity, distortion and inadequacy of ideas about the surrounding reality. In children with intellectual disabilities, visual representations differ significantly from real objects. Many inaccuracies appear during perception under changed conditions (a new perspective of an object) and the reproduction of several similar objects. The ideas that such children develop without the regulating participation of a teacher are poor, unclear, fragmentary, and erroneous. Research shows that the description of the objects in question also suffers, since it is not formed without special training.

The accuracy and effectiveness of visual perception and the preservation of a visual image in memory ultimately determine the effectiveness of the formation of writing and reading skills. Violations of visual perception lead to difficulties in identifying figures, letters, numbers, their size, the relationship of parts, clearly differentiating the differences and similarities of similar configurations or mirror elements, etc. It should be noted that the immaturity of visual perception often lies in the fact that it is a deficiency not a single visual or motor function, but a deficit in the integrative interaction of these functions.

Insufficient development of visual perception in younger schoolchildren leads to a lag in the formation of spatial orientation. In visual-spatial perception, the oculomotor system plays an important role - speed, accuracy of oculomotor reactions, the ability to converge the gaze of both eyes, binocular vision. The oculomotor system is involved in the analysis and assessment of subsequent changes in such spatial properties as the position of objects in the field of view, the size and distance of objects, their movements, and various relationships between objects. The deficit in visual-spatial perception of children with intellectual disabilities is also explained by the inferiority of the interaction of various functions of vision: its acuity, perceptual field, eye.

However, practice shows that with targeted and systematic work, insufficiency of visual and visuospatial perception can be significantly reduced.This work is aimed at solving the following tasks:
- formation of adequate visual images of objects, objects and phenomena of the surrounding reality, their position in space;
- expansion of the volume, accuracy and completeness of visual perceptions and visual memory;
- developing the skills to observe an object (including a moving one), visually examine it;
- improving hand-eye coordination;
- formation of skills of verbal description of visually perceived objects and objects, their properties, phenomena of reality.

Individual characteristics of the development of visual perception and visual memory largely determine the nature of correctional work with children. The most accessible for students' perception are real objects and their images, more complex are schematic images, signs and symbols. Last but not least, materials with a superimposed, “noisy”, under-drawn image are used.

Let us note that children’s full-fledged visual perception develops in the process of learning and repeated consolidation of acquired skills and learned methods in various situations and on different objects. That is why numerous examples of didactic exercises and games (see below) should be used in different versions (perhaps even created by the teacher himself).

Let's consider variants of tasks for the development of visual perception, based on the principles of gradual complication:
- examination of individual volumetric objects with a gradually more complex structure;
- comparison of natural three-dimensional objects and objects (2-4), distinguished by clearly expressed characteristics (color, shape, size, number of parts, location of individual parts, etc.), then comparison of their images;
- recognition of realistic images from different angles;
- examination of individual flat objects along a contour with a gradually more complex structure, with collapsible parts (parts);
- comparison of contour images of objects and objects (2-4), distinguished by clearly expressed features (color, shape, size, number of parts, location of individual parts, etc.);
- 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 characteristics (color, shape, size, number of parts, location of individual parts, etc.);
- recognition of an object by its part;
- examining plot pictures, highlighting plot lines (it is possible to use absurdities as a complication);
- 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 contour images, an increase in the number of perceived real objects (objects) and their images for memorization (from 2-3 to 6-7), the use of graphic and abstract images (including number of letters, numbers and their elements).

Work should begin with developing the ability to purposefully examine, i.e. visually examine. Under the guidance of a teacher, children isolate the main elements and details of an object, determine their relationship, position in space, and notice changes in the object itself or its location. At the same time, we emphasize that viewing or recognizing objects and their images by children with intellectual disabilities requires a longer time, as this is due to the slowness of the processes of analysis and synthesis characteristic of them.

The following exercises contribute to the development of visual analysis and synthesis, voluntary visual attention and memorization:
- determination of changes in a number of items;
- finding a “dropped out” or “extra” toy or picture;
- finding differences in two similar plot pictures;
- finding unrealistic elements of ridiculous pictures;
- memorizing 4-6 objects, toys, pictures, geometric shapes, letters, numbers and reproducing them in the original sequence.

Particular attention is paid to coordinating the exploratory movements of the child’s hands and eyes, following with his gaze the actions of the hand, and subsequently moving objects in space. Hand-eye coordination develops effectively when performing various motor exercises: walking and running along markings, riding a bicycle, riding a scooter on paths and limited areas; throwing various objects at a target in the games “Flying Saucers”, “Flying Caps”, “Darts”, “Ring Throw”, “Hit the Target”.

It is possible to use special exercises related to stencil tracing, silhouette and contour images. For example:
- Circle as many squares as you can hear sounds.
- Circle 7 circles on the top strip, and 2 more triangles on the bottom strip.
- Color the second, fourth and sixth squares on the top line red, and shade the third, fifth and seventh squares on the bottom line.
- In different places of the sheet, circle the toy stencils along the outer or inner contour, and then connect them with paths.

It is advisable to begin observing moving objects in space by determining changes in the position of individual moving parts of toys, for example, a doll (hands, legs), a car (body, doors), a house (windows, doors), etc. Three-dimensional, planar, detachable, prefabricated toys and objects having one (or several) movably fixed parts. In the process of operating with them, the child gradually acquires visual images of movement and posture, which are further consolidated in the process of independently performed movements and actions as shown by an adult, from memory, from a model diagram, from verbal instructions.

Board games “Hockey”, “Basketball”, “Football”, “Billiards”, “City Roads”, etc. contribute to the formation of the ability to follow moving objects with the gaze and at the same time evaluate their position in space.

We emphasize that children with intellectual disabilities master the skill of observing several moving objects through repeated performance of specially selected exercises. First, surveillance of two objects is organized ( where is the mouse, where did the bunny run? Which way did the truck go, and which way did the fire truck go? Etc.), gradually the number of objects increases and the direction of their movement becomes more diverse.

The most difficult thing for children’s visual perception is determining the distance, extent to an object, volume, depth of space, identifying the relationship and movement of various parts (objects) in the perceived space, changing their position. It is important to teach children to measure objects in space, determine their own location, and simulate various spatial situations. For this purpose they are used exercises for developing the eye:

- Determine how many steps to the desk, to the doll, to the intersection (on the street), etc.; who sits further: Kolya or Marina; who is taller: Sasha or Tolya, etc.
- Select by eye objects that are in the same ratio in size to each other as in the sample (two nesting dolls of contrasting size).
- Show the relationship of two objects in height using columns (stripes), etc.
- Divide a circle, square, rectangle into 2, 4, 3 equal parts.
- Cut the ribbon into equal parts.

As children master the methods of measuring distance using a meter, you can complicate the tasks by asking them to determine the distance in centimeters or meters by eye. It is also possible to use exercises and games for spatial orientation (see below).

The educational psychologist should remember that the optimal combination of the amount of verbal and visual information, repeated exercises for each of the above positions stimulate and improve children’s visual perception. At the same time, the verbalization of the actions performed helps to consolidate the received ideas.

Work to activate visual functions should be built taking into account the requirements of hygiene and the prevention of visual impairment. The reasons for decreased visual acuity are different, but the main one is eye strain during exercise. Experts believe that even children with normal vision need to regularly perform a set of exercises to relieve eye strain and provide an opportunity for rest for the eyes.

Visual acuity largely depends on the systematic training, so such exercises should be mandatory in all correctional classes. Let's give examples.

The teacher reads a poem and the children do exercises.
Buratino 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 quietly sat down.

During visual gymnastics in class, children approach the window, look into the distance, note near and far, high and low, thick and thin, wide and narrow objects and objects, fixate with their gaze the named color for a certain time (5-10 s), etc. .

Didactic games and exercises for the development of visual perception

"What changed?"
The child is asked to look at several cards with letters (words, numbers, geometric shapes, etc.) and turn away (leave the room). The teacher removes (adds or swaps) cards. The child determines what has changed.

"Find the error"
The child is offered a card with incorrect spellings:
words- one letter is written in a mirror way (missed, extra one inserted);
examples- an error was made in the calculation, the figure was written in a mirror image, etc.;
proposals- a word that is inappropriate in meaning (similar in spelling, etc.) is omitted or inserted.
The child explains how to correct this mistake.

"Find differences"
Children are asked to look at paired pictures with signs of differences (cards of letters and numbers with different spellings, different images of the same geometric shapes, etc.) and find these signs of differences and similarities.

"Sign table"
Children are asked to show numbers of a certain color on a colored table in ascending (descending) order over a certain time.

"Overlay Images"
The child is presented with 3-5 contour images (objects, geometric shapes, letters, numbers) superimposed on each other. All images must be named.

"Hidden Images"
Present figures consisting of elements of letters and geometric shapes. You need to find all the hidden images.

"Noisy images"
They present contour images of objects, geometric figures, numbers, letters that are noisy, that is, crossed out by lines of various configurations. They need to be identified and named.

"Paired Images"
Present two object images that are very similar in appearance to each other, but have up to 5-7 minor differences. You need to find these differences.
Options:
- paired toys are used;
- present an object and its image.

"Unfinished Images"
Present images with unfinished elements, for example, a bird without a beak, a fish without a tail, a flower without petals, a dress without a sleeve, a chair without a leg, etc. You need to name the missing details (or complete the drawing).
Options:
- they present images in which only part of the object is drawn (or its characteristic detail), it is necessary to restore the entire image.

"Bitmaps"
Present images of objects, geometric shapes, letters, numbers made in the form of dots. It is necessary to name them.

"Inverted Images"
Present schematic images of objects, letters, numbers, rotated 180°. You need to name them.

"Cut Images"
Present parts of 2-3 images (for example, vegetables of different colors or different sizes, etc.). It is required to assemble whole images from these parts.
Options:
- offer pictures with images of various objects, cut in different ways (vertically, horizontally, diagonally into 4, 6, 7 parts, curved lines).

"Remember and Draw"
The child is asked to memorize a series of 4-6 objects, and then draw them schematically.

"Little letters"
They offer several rows of randomly arranged letters of the alphabet. You need to find and circle with a pencil (or underline):
- all letters I;
- all vowels;
- all the letters B are in one color, and all the letters P are in another color.

"Find the letter"
In the text, the child is asked to underline the letter A with one line, all the letters N with two lines, and put a dot under the letter O.

“Where did the flashlight come on?”
The teacher lights a flashlight in different places in the room, the child must determine its location.
Options:
- count how many times the flashlight lights up.

"Fold the pattern"
Fold the same pattern as suggested by the teacher, and also make a variety of patterns from Kos and Nikitin cubes.

"Locker"
Material: a cabinet made from matchboxes with pull-out drawers.
In front of the child, a small toy is hidden in one of the drawers. After 15-20 minutes, the child is asked to find it.
Options:
- hide 2-3 toys at the same time;
- find the toy hidden in the drawer according to verbal instructions.

Sections: Working with preschoolers

The flow of information, the expansion of human contacts, the development of diverse forms of mass culture, and the growth in the pace of life lead to an increase in the amount of knowledge necessary for the life of a modern person. The ongoing changes in society have also influenced the development of children who are actively involved in the whirlpool of our hectic life, and have put forward new demands on the education system as a whole. Preschool education began to be considered as the first stage in the entire system of lifelong education. One of the indispensable conditions for successful schooling is the development of voluntary, intentional attention in preschool age. The school places demands on children's spontaneous attention in terms of the ability to act without distractions, follow instructions and control the results obtained.

With attention, thought processes proceed faster and more correctly, movements are performed more accurately and clearly.

The preschooler’s attention reflects his interests in relation to surrounding objects and the actions performed with them.

Attention is one of the phenomena of orientation-research activity. It is a mental action aimed at the content of an image, thought or other phenomenon. Attention plays a significant role in the regulation of intellectual activity. According to P.Ya. Galperin, “attention nowhere appears as an independent process; it is revealed as the direction, mood and concentration of any mental activity on its object, only as a side or property of this activity.

Attention does not have its own separate and specific product. Its result is the improvement of any activity that it accompanies.

Attention is a mental state that characterizes the intensity of cognitive activity and is expressed in its concentration on a relatively narrow area (action, object, phenomenon).

The following forms of attention are distinguished:

• sensory (perceptual);
• intellectual (mental);
• motor (motor).

The main functions of attention are:

• activation of necessary and inhibition of currently unnecessary mental and physiological processes;
• purposeful, organized selection of incoming information (the main selective function of attention);
• retention, preservation of images of a certain subject content until the goal is achieved;
• ensuring long-term concentration and activity on the same object;
• regulation and control of activities.

Attention consists in the fact that a certain idea or sensation takes a dominant place in consciousness, displacing others. This greater degree of awareness of a given impression is the basic fact or effect of attention. As a consequence, some secondary effects arise, namely:

• analytical effect of attention - this representation becomes more detailed, in it we notice more details;
• fixing effect - the idea becomes more stable in consciousness and does not disappear so easily;
• amplifying effect - the impression, at least in most cases, is made stronger: thanks to the inclusion of attention, a weak sound seems somewhat louder.

Principles of carrying out correctional and developmental work

The principles of constructing correctional programs determine the strategy and tactics of their development, i.e. determine the goals, objectives of correction, methods and means of psychological influence.

• systematic corrective, preventive and developmental tasks;
• unity of diagnosis and correction;
• priority of correction of the causal type;
• activity principle of correction;
• taking into account the age-psychological and individual characteristics of the child;
• complexity of methods of psychological influence;
• actively involving the social environment in participation in the correctional program;
• reliance on different levels of organization of mental processes;
• programmed training;
• increasing complexity;
• taking into account the volume and degree of variety of material;
• taking into account the emotional coloring of the material.

Thus, the goals and objectives of any correctional and developmental work should be formulated as a system of tasks at three levels:

• correctional – correction of deviations and developmental disorders, resolution of developmental difficulties;

• preventive – prevention of deviations and difficulties in development;

• developing – optimization, stimulation, enrichment of development content.

Only the unity of the listed types of tasks can ensure the success and effectiveness of correctional and developmental work.

The role of a child’s visual perception in reading acquisition

In modern conditions of intensive development of multimedia, the role of visual perception in the processing of information, an important component of which is reading, is increasing.

Reading begins with the visual perception of letters, syllables, and words. Correct reading largely depends on the usefulness of visual perception. Among the visual operations of reading there are: perception of letter symbols; the process of its identification based on comparison with existing standards in memory; sequential scanning of graphic information.

The visual functions that subsequently support these reading operations are gradually formed in the child during the preschool period, but this process is spontaneous and unorganized. A child learns to see in the same way as he learns to walk and talk. As perceptual experience is enriched, the child develops individual ways of analyzing visual information, which form the basis for establishing connections between real objects, their images and symbols.

In the preschool period, possible individual differences in strategies and levels of development of visual perception are not noticeable to others in the child’s everyday life. Only with the beginning of systematic schooling, which, as a rule, imposes uniform, fairly stringent requirements for all students, the individual characteristics of visual perception (difficulties in distinguishing optically close features, insufficient accuracy and scope of perception, etc.) of some children can become a serious obstacle to successful reading acquisition.

The “Visual Trainer” album includes activities that develop the child’s visual functions, visual memory and teach him visual reading operations.

What are visual functions?

Vision provides a person with the opportunity to receive information about the outside world, navigate in space, control their actions, and perform precise operations. Vision and visual perception are not identical concepts. “The visual system consists of a large number of parallel channels, or subsystems, that operate largely autonomously and perform fundamentally different functions. These subsystems can be disrupted or improved almost independently of each other, so that in some respects the visual system of a given person can demonstrate remarkable abilities, but in others - very mediocre” (G.I. Rozhkova, 2003). All indicators of the formation of various visual abilities, according to G.I. Rozhkova, can be divided into three groups.

The first group includes optical-physiological indicators that provide optimal operating conditions for the visual system.

These indicators contain the ranges of parameters within which the visual system can function, as well as the limitations characteristic of the system itself due to its anatomical and physiological characteristics. This group includes: refractive indexes, accommodation volume, visual field sizes, blind spot sizes, adaptation speeds, operating range of illumination (brightness), time of preservation of the trace of light stimulation.

The second group includes basic visual indicators : visual acuity, contrast sensitivity, subtlety of color discrimination, range of perception of movement speed, stereo vision thresholds, etc.

The third group consists comprehensive indicators , reflecting the perfection of the work of higher visual mechanisms, the effectiveness of the joint activity of the visual and other systems (oculomotor system, memory and attention) and determining visual performance. As noted by G.I. Rozhkova, “...such indicators are directly related to a person’s cognitive abilities and learning ability.”

Violations of visual indicators of the first and second groups are often noticed by parents and the child himself.

Violations of complex vision indicators often go unnoticed, since they do not affect the child’s daily life and appear only in certain complicated conditions, a prime example of which is learning to read. During a standard ophthalmological examination, deviations in the development of these functions, as a rule, are not detected. However, it is precisely these indicators that are considered by correctional teachers, speech therapists, psychoneurologists and psychologists as a serious obstacle to the full mastery of reading.

Experimental comparative study of schoolchildren with well-developed reading and students with undeveloped reading skills ( dyslexia And dysgraphia ) made it possible to clearly identify those visual functions, the violation or underdevelopment of which prevents the correct perception of graphic information (letters, numbers, symbols) and its recoding into speech information.

Visual reading operations

Learning to read 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 of elements: horizontal straight, vertical straight, oblique, oval, semi-oval. In this regard, the all elements each letter, as well as their mutual arrangement in space. The formation of primary images of letters (perception) and their further recognition are ensured by visual analysis and synthesis with the obligatory connection of visual-spatial operations.

Perception of an image, or “vision,” occurs only at the moment of fixation—the moving eye does not perceive information. However, these interruptions in vision are not felt by the reader due to the afterimage, which fills the time intervals necessary for the movement of the eyes, which creates the illusion of continuous vision (V.P. Zinchenko and others). Even after a short-term presentation of information, most of it is stored in visual memory, which is stored for several seconds. Then the information stored in memory is read, or scanning . Scanning refers not only to the process of reading information from memory, but also to the orderly, purposeful movement of the gaze across an object of perception to detect 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 gnostic component vision. Consequently, reading speed depends on the amount of information perceived by the 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 reading skill: the more experienced the reader, the fewer 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 a child masters reading, he develops anticipating (anticipating) eye movements, and such “running” provides prediction of the content of the text.

The oculomotor mechanisms of reading are not realized by an experienced reader and do not require voluntary efforts from him. However, before becoming automated, these operations go through a stage of voluntary, conscious mastery of them.

A child learning to read for the first time is faced with the fact that he must control eye movements and correlate them with the text being read: 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 in the initial stages of mastering reading.

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

Objectives and structure of the “visual simulator”

“Visual Trainer” is a visual and effective aid aimed at the development and correction of visual perception in children 5-7 years old.

The purpose of the proposed methodology is to teach a child ways of processing visual material that would allow him to effectively perceive visual information of varying degrees of complexity and provide the conditions for successful mastery of the visual components of reading.

The album presents a system of exercises for teaching preschool children visual perception strategies and solving various mental problems.

In this regard, the “Visual Trainer” is built taking into account the main classes of tasks performed by visual perception:

• actually visual – decided in connection with the goals of perception;
• oculomotor – involving the performance of one or another eye movement, typical for everyday life and meeting practical purposes;
• general intellectual (mental, mnemonic, motor), in the implementation of which visual perception plays a significant role.

The album contains a sufficient amount of visual material for the development of a child's visual attention and memory, skills of visual analysis and synthesis, accurate tracking eye movements and spatial orientation. It also includes tasks that help develop children's graphic abilities.

A distinctive feature of this technique is the development of tasks aimed at recoding visual information into verbal, i.e. naming visually perceived material.

In accordance with the program for the targeted formation of visual perception, the “Visual Trainer” includes a set of stimuli that are consistently more complex according to certain parameters, a series of tasks specially designed to form various components of visual perception, which form the basis of reading skills. From series to series, the tasks and stimulus material become more complex.

Block I Learning to look and see. primary goal: formation of skills of visual analysis and synthesis, development of voluntary attention. [pictures 1-8]

Block II. We learn to follow with our eyes. primary goal: formation of image scanning strategies, development of accurate tracking eye movements, eye measurement. [Figures 9-16]

Block III. Learning to navigate in space. Primary goal: formation of ideas about the coordinate system: “top - bottom”, “front - back”, “left - right” ” . [Figures 17-25]

Block IV. Learning to remember and recognize. Primary goal: development of memory capacity, learning techniques that facilitate memorization, increasing memory capacity based on associative thinking (mnemonics). There are 10 tasks distributed in the first three blocks (for more details, see below in the section “How to organize your child’s activities...”).

The proposed methodology for training with the “Visual Trainer” can be widely used in teaching practice:

• in individual and frontal classes to prepare children for learning to read and write in preschool educational institutions (general and correctional types);
• to include recommended exercises in speech therapy classes with primary schoolchildren who have difficulties in mastering writing and reading skills, accompanied by phenomena of optical agnosia (difficulties in perceiving form, weakness of visual representations, etc.);
• for self-study of parents with preschool children for the purpose of their overall development and preparation for school.

The album contains tasks designed for various strategies and makes it possible to organize learning taking into account the individual characteristics of the child.

The technique also provides the opportunity for the child to independently perform exercises through various manipulations with graphic material.

Illustrative and didactic material is divided into blocks, each of which is aimed at developing certain visual abilities.

Exercises first block– “Learning to look and see” – ensures the formation of gnostic (cognitive) visual functions in the child: visual division of an integral object into parts (visual analysis) and the combination of parts into a whole (visual synthesis); finding the main and secondary features in the image and establishing connections between them.

Initially, the child’s perception is dominated by the process of detailed familiarization with an unfamiliar object ( successive recognition).

3tasks second block– “Learning to follow with the eyes” – are aimed at the formation of motor visual functions: orderly, purposeful movement of the gaze over the object of perception to detect and examine its details. The goal of the technique is the consistent development of serial eye movements that require not a single movement of the gaze, but a whole series of such actions, for example: finding a way out of a maze, finding a point on a diagram along given coordinates or a route. On the basis of serial eye movements, eye-measuring operations are also carried out.

The third block of exercises – “Learning to navigate in space” – is aimed at the formation of visual-spatial representations, i.e. ideas about the coordinate system: “top - bottom”, “front - back”, “left - right”.

The formation of visual-spatial representations goes through a number of successive stages. As a result, by the time a child begins learning to read, he or she must have developed the ability to navigate coordinate systems. This block also included tasks for the development of visual-motor coordination, involving the development of combined movements of the hand and eyes.

The fourth block consisted of exercises to develop memory by increasing the volume of visually memorized objects, maintaining consistency and accuracy when reproducing images, and fixing them in long-term memory.

Each block includes tasks for the development of associative thinking, memory, attention, and graphic tasks that require mental manipulation of visual objects.

Some tasks can be used as an effective way to develop a connection between visual images and speech, which allows an adult to control this process. Classes can be conducted not only by specialists, but also by parents - at home, with their families, to prepare their child for school.

The set of exercises is aimed at:

• for the comprehensive development of the child’s visual perception in various types of activities;
• development of visual perception and recognition;
• development of color gnosis;
• development of concentration and switching of voluntary visual attention;
• prevention and correction of optical impairments in reading and writing;
• updating vocabulary, forming a generalizing function of speech.

Literature

1. Lalaeva R.I. Disturbances in the process of reading acquisition in schoolchildren. M.: “Enlightenment”, 1983.
2. Osipova A.A. Diagnosis and correction of attention. M.: “Sfera”, 2001.
3. Tikhomirova L.F. Development of cognitive abilities in children. Yaroslavl, 1996.

Chirkina G.V., Rusetskaya M.N. “Visual simulator”. M.: “ARKTI”, 2006

Visual perception is the formation of images and situations of the external world with 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 (B.G. Ananyev, J. Gibson, etc.).

In the history of preschool pedagogy, at all stages of its development, the problem of sensory education of children occupied one of the central places. In life, a child encounters a variety of shapes, colors and other properties of objects, in particular toys and household items. He gets acquainted with works of art: painting, music, sculpture. The baby is surrounded by nature with all its sensory signs - colors, smells, noises. And, of course, every child, even without targeted upbringing, perceives all this in one way or another. But if assimilation occurs spontaneously, without competent pedagogical guidance from adults, it often turns out to be superficial and incomplete. Undoubtedly, sensation and perception are amenable to development and improvement, especially during preschool childhood. Then sensory education comes to the rescue. The targeted formation of the sensory sphere in children with certain developmental features is especially important - visual impairment, hearing impairment, musculoskeletal impairment, and intellect.

Outstanding foreign scientists in the field of preschool pedagogy (F. Frebel, M. Montessori, O. Decorli), as well as well-known representatives of domestic preschool psychology and pedagogy (E.I. Tikheyeva, A.V. Zaporozhets, A.P. Usova, N. P. Sakulina and others) rightly believed that sensory education, aimed at ensuring full sensory development, is one of the main aspects of preschool education. L.V. devoted his works to research on the development of visual perception in preschool children. Fomicheva, A.M. Vitkovskaya, L.I. Plaksina, L.A. Druzhinina, A.P. Grigorieva and others.

A child's readiness for school largely depends on his sensory development. Research conducted by Russian psychologists has shown that a significant part of the difficulties that children encounter during primary education (especially in the first grade) are associated with insufficient accuracy and flexibility of perception. As a result, distortions arise in the writing of letters, in the construction of drawings, and inaccuracies in the manufacture of crafts during manual labor lessons. It happens that a child cannot reproduce movement patterns in physical education classes.

But the point is not only that a low level of sensory development sharply reduces the child’s ability to successfully learn. It is equally important to keep in mind the significance of a high level of such development for human activity in general, especially for creative activity. The most important place among the abilities that ensure the success of a musician, artist, architect, writer, designer is occupied by sensory abilities, which make it possible to capture and convey with particular depth, clarity and accuracy the subtlest nuances of shape, color, sound and other external properties of objects and phenomena. And the origins of sensory abilities lie in the general level of sensory development achieved in the early periods of childhood.

The first seven years of a child’s life are characterized by intensive development of all organs and systems. A child is born with certain inherited biological properties, including typological characteristics of the basic nervous processes (strength, balance and mobility). But these features form only the basis for further physical and mental development, and the determining factor from the first months of life is the environment and upbringing of the child. Young preschool age is especially favorable for visual perception.

The nature of orientation and research activities changes in a preschooler. From external practical manipulations with objects, children move on to familiarization with the object based on vision and touch. The most important distinctive feature of the perception of children aged 3-7 years is the fact that, combining the experience of various indicative actions, visual perception becomes leading. It allows you to cover all the details, grasp their relationships and qualities. The act of looking is formed, while young children very rarely look at objects without acting with them. But the youngest preschooler cannot yet control his gaze. His gaze moves randomly over the subject. The perception of children 3-4 years old is controlled and guided by an adult during the performance of various types of activities. The main method of examining objects determines the sequence of perceptual actions

In children 5-7 years old, all types of analyzers are already relatively formed, on the basis of which all types of sensitivity continue to develop. At this age, the role of visual sensations and perceptions is extremely important. A child receives about 80% of information about the world around him through vision. By the age of six, the number of errors in color discrimination significantly decreases, and the accuracy of color discrimination increases. A 5-7 year old child knows not only the primary colors, but also their shades. The perception of a 5-year-old child is still involuntary, that is, it is unintentional. By the age of 7, children can already set themselves the goal of studying the properties of a particular object and comparing objects with each other.

By the age of 5-6 years, significant changes are observed in the perception of space. Children of this age are increasingly showing a need to understand all the forms they encounter. They are already trying to establish what the object looks like. Adults should support the child’s need to understand the shapes of surrounding objects. Children are already good at solving problems involving comparing the lengths of lines; the situation is worse when solving complex problems involving the eye. The eye is improved in constructive activities when the child selects the missing parts for a building or divides a lump of clay when sculpting so that there is enough for all parts of the object. The eye is also practiced in appliqué, drawing, and games.

During the examination, the properties of the perceived object are translated, as it were, into a language familiar to the child, which is the system of sensory standards. Sensory standards are ideas about the sensory perceived properties of objects. These ideas are characterized by generality, since they enshrine the most essential, main qualities. Standards do not exist separately from each other, but form certain systems, for example, a spectrum of colors, a system of geometric shapes, etc. The meaningfulness of standards is expressed in the corresponding name - a word. The connection with thinking and speech of perception leads to its intellectualization.

A controversial issue in child psychology is the question of what the child relies on in his perception of an object: its holistic reflection or recognition of individual parts. Research (F.S. Rosenfeld, L.A. Schwartz, N. Grossman) shows that here there is no unambiguous and only correct answer. On the one hand, in the perception of a whole unfamiliar object, a child, according to G. Volkelt, conveys only his general “impression of the whole”: “something full of holes” (lattice) or “something piercing” (cone). Being “at the mercy of the whole” (Seifert), children supposedly do not know how to identify its constituent parts. Many authors who have studied children's drawings point to this same “power of the whole.” They explain such facts by the alleged inability of a preschool child for cognitive analytical activity due to his too pronounced emotionality.

However, the facts obtained by other researchers (V. Stern, S.N. Shabalin, O.I. Galkina, F.S. Rosenfeld, G.L. Rosengart-Pupko) convince us that even preschool-age children not only know how to identify any characteristic feature, but also rely on it when identifying a whole object. For example, children two to two and a half years old called all objects, and even shapeless lumps of clay that had an elongated “snout,” “gucks.” The dotted image of the beak in the drawing started made it possible for three-year-old children to recognize the bird. Having felt the man's watch in a cloth bag, children (4 years 6 months - 5 years 6 months) usually correctly named this object. As an identifying feature (“How did you know?”) they usually pointed to the “column with a wheel” (the winding of an old-style watch), i.e. relied on one part of the object. However, when choosing “the same” from among the objects laid out on the table, the overwhelming majority of preschoolers (3-5 years old) pointed not to a flat round compass, corresponding in size and shape to the model, but to a cubic metal alarm clock. This is also a watch, although it not only has a different shape, but also does not have exactly the detail by which the child recognized the watch.

Similar facts often appear when children perceive objects and their images in the picture, as well as entire episodes and events. Looking at the image of an old man dragging a cart with a huge bundle and various things: a bucket, a mop, boots, which are clearly visible, 80% of four- to five-year-old children declare that “the guy is pulling a horse.” So, contrary to all logic, the child perceives the knot as a horse only because one corner of it vaguely reminds the child of a horse's head.

Understanding a subject based on one unimportant part of it is called syncretism (E. Claparède). This is the perception of the whole, not based on its analysis.

Syncretic perception of objects is by no means a feature characteristic of young children in general, as E. Claparède, K. Buhler, and J. Piaget claim. It also appears in older children when they perceive unfamiliar objects or their images (car models, diagrams, drawings). Such errors are especially often repeated when a small child perceives poorly, unclearly depicted objects. Then any part of the object that reminds the child of something becomes a support for him. It is no coincidence that the phenomena of syncretism most often occur when using various stylized images in work with children, when the artist, violating the clarity of the real form of the object, resorts to exaggeration, to some image conventions that make it difficult to recognize even objects known to children.

In the productivity of a child’s perception of an object, the action that the child uses during perception is of great importance.

Thus, in the process of perception, the child acquires his personal experience, while simultaneously assimilating social experience. The development of perception is thus characterized not only by a change in its accuracy, volume, and meaningfulness, but also by a restructuring of the very method of perception. This process of sensory cognition is becoming more and more perfect.

In the development of visual perception of preschoolers, the perception of pictures also plays an important role.

It is difficult for preschool children to correctly perceive a picture. After all, even the simplest picture, which includes the image of at least two objects, shows them in some kind of spatial relationships. Understanding these connections is necessary to reveal the relationships between the parts of the picture. It has long been used to determine the general mental development of a child. Thus, A. Binet introduced this task into the measuring “cliff of the mind” he compiled. At the same time, he and then V. Stern established that there are three levels (stages) of a child’s perception of a picture. The first is the enumeration stage (or, according to Stern, subject), characteristic of children from 2 to 5 years old; the second is the stage of description (or action), which lasts from 6 to 9-10 years; the third is the stage of interpretation (or relationships), characteristic of children after 9-10 years.

The stages outlined by A. Binet and V. Stern made it possible to reveal the evolution of the process of a child’s perception of a complex object - a picture - and to see that children, in the process of mental development, move from fragmentary perception, i.e. recognition of individual objects that are in no way connected with each other, to identifying first their functional connections (which is what a person does), and then to revealing deeper relationships between objects and phenomena: causes, connections, circumstances, goals.

At the highest level, children interpret the picture, bringing their experience, their judgments to what is depicted. They reveal internal connections between objects by understanding the entire situation depicted in the picture. However, the transition to this higher level of understanding cannot in any way be explained by age-related maturation, as A. Binet and V. Stern argued. Research (G.T. Ovsepyan, S.L. Rubinshtein, A.F. Yakovlicheva, A.A. Lyublinskaya, T.A. Kondratovich) showed that the features of a child’s description of a picture depend, first of all, on its content, familiarity or little familiar to the child, depending on the structure of the picture, the dynamism or static nature of the plot.

The question itself with which an adult addresses a child is of great importance. When asking children about what they see in the picture, the teacher directs the child to list any items (important and unimportant) and in any order. Question: “What are they doing here in the picture?” - encourages the child to reveal functional connections, i.e. actions. When children are asked to talk about the events depicted in a picture, the child tries to understand what is depicted. He rises to the level of interpretation. Thus, during the experiment, the same child can show all three stages of picture perception on the same day.

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.

It is known that the quality of object action depends on the general type of orientation of the preschooler in the subject, the state of the analyzing abilities of visual memory, thinking and the level of skills in examining the object. A clear representation of the functional properties of visual perception and the establishment of the uniqueness of its development in preschool children allows us to provide the most reliable and evidence-based information that provides an appropriate approach to the implementation of work on the development of visual perception. The source of knowledge about the environment are sensations and perceptions arising from the contact of the senses with various signs and properties of objects.

For a preschooler, sensory cognition is especially important, since, unlike the cognition process in an adult, it is still the only means of understanding the world. Of all abilities, feelings are the first to be formed and improved. A preschooler masters the basics of knowledge about a subject as the first book of life. To successfully master knowledge about the world around us, it is necessary that the preschooler’s senses function normally. In the absence or partial damage of a sense organ, a preschooler 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 preschooler’s ideas about the world around him, which often predetermines the entire course of the preschooler’s psychophysical development.

In the practice of education, there is still an outdated tendency to introduce young children to two or three colors and shapes and require children to memorize and correctly use their names. Modern research suggests that such training contributes little to visual development, sharply limiting the range of ideas it receives about the properties of objects. Moreover, learning certain types of properties leads to the fact that children stop paying attention to their other varieties. As a result, peculiar errors of perception arise: if a child knows, for example, the color yellow, but does not know orange, then he mistakenly perceives orange as yellow.

When introducing preschoolers to the various properties of objects, one should not try to memorize and use their names. The main thing is that primary schoolchildren be able to take into account the properties of objects when operating with them. And it doesn’t matter if he calls the triangle a “square” or a “roof.” An adult, when working with children, uses the names of shapes and colors, but does not require this from the pupils. It is enough for primary schoolchildren to learn to correctly understand the words: “shape”, “color”, “same”. The exception here is familiarization with the size of objects. The quantity has no "absolute" meaning. It is perceived only in comparison with another quantity. An item is judged to be large compared to another item, which in this case is small. And this relationship can only be recorded in verbal form.

Visual perception ensures that children assimilate sensory standards - this means that they form ideas about the main varieties of each property of an object. Visual perception improves the satisfactory development of sensory abilities - sensation, perception, representation, memory. With their help, preschoolers can recognize objects by touch, which contributes to the development of fine motor skills. Preschoolers, seeing an object in front of them, can name all its characteristic features. It is also aimed at teaching preschoolers to accurately, completely, and clearly perceive objects, their various properties and relationships (color, shape, size, location in space, pitch of sounds, etc.).

The standards in the field of color perception are the colors of the spectrum:

• 1) chromatic ("colored") - red, orange, yellow, green, blue, indigo, violet
• 2) achromatic colors - white, gray, black.

Geometric shapes serve as standards of form. Familiarization with them as part of the education of a sensory culture differs from the study of these figures in the process of forming elementary mathematical concepts. Mastering the standards of shape requires familiarity with a square, rectangle, circle, oval, and triangle. The trapezoid shape may also be introduced later. However, in all cases, this means the ability to recognize the corresponding form, name it and act with it, and not analyze it (indicate the number and size of angles, sides, etc.). A rectangle and a square, an oval and a circle are given to primary schoolchildren as separate figures outside of their relationship established by geometry (i.e. the square is not considered as a special case of a rectangle).

In the development of visual perception, the perception of color and shape are important.

Disputes about which feature of an object is fundamental for its perception continue among psychologists and when discussing the characteristics of sensory cognition of objects by preschool children.

In contrast to the statements of G. Volkelt and other scientists that a child under 7 years of age is “surprisingly blind to shape,” Soviet researchers not only showed the leading role of the shape of an object even in the perception of a preschooler, but also revealed some conditions that make it possible to understand the complexity of the relationship of shape and the color of the item. Thus, when studying the perception of preschool children, it was possible to establish that the color of an object is an identifying feature for a child only when another, usually strong feature (shape), for some reason did not receive a signal meaning (for example, when making a rug for a colored mosaic).

These facts are most clearly expressed when the child perceives unfamiliar objects. The task facing children also plays a huge role. If it is necessary to lay out a pattern from monochromatic shapes, children are guided by the shape; If you need to “hide” a colored figure on a similar background, color becomes decisive. Sometimes children focus on both signs at the same time (Z.M. Boguslavskaya).

Having eliminated “conflict” in the task proposed to preschool children (either shape or color), S.N. Shabalin showed that even children of primary preschool age are completely correctly guided by the shape of an object, given in the form of a silhouette or even a contour.

In a child’s preference for one or another attribute of an object, the word plays a significant role. Fixing an object, the word identifies shape as its main identifying feature. However, in younger preschoolers the form is merged with the subject content, which is confirmed by the slight objectification of any new form unfamiliar to the child. So three- and four-year-old children see a roof in a triangle, a funnel in a cone with its top turned downward, and a window in a rectangle. Five- and six-year-old children can already identify a form based on its similarity to a certain object. They say that a circle is like a wheel, a cube is like a bar of soap, and a cylinder is like a glass.

Having learned the names of geometric shapes, children freely operate with the corresponding shapes, finding them in things familiar to them, i.e. distract form from substantive content. They say that the door is a rectangle, the lampshade is a ball, and the funnel is a cone with a narrow tall cylinder on it. This is how the form becomes “visible”: it acquires a signal meaning for the child and is generally reflected by him on the basis of its abstraction and designation by the word.

Standards of magnitude are of a special nature. Since quantity is a relative property, its precise determination is made using conditional measures. The difference between these measures and geometric forms lies precisely in their convention. The system of measures is consciously established by people, and in principle any arbitrary unit can be taken as a basis, while geometric figures are a distraction from the shape of real objects. Mastering a system of measures and how to use them is a special task that requires certain mathematical preparation and is not included in the preschool education program. But in the field of perception, we do not always use the metric system (although its use is quite possible).

The size of an object is usually determined depending on the place it occupies in a series of similar objects. The standards of size are ideas about relationships in size between objects, denoted by words indicating the place of the object among others ("big", "small", "largest", etc.). The complication of these ideas lies in the gradual transition from the comparison of two or three objects to the comparison of many objects, forming a series of decreasing or increasing values.

Visual perception is closely intertwined with the development of visual memory and thinking of preschoolers. When determining the means for developing the visual perception of preschoolers, one should proceed from the basic provisions of age-related characteristics. The development of visual perception in general is an irreversible process. And, if the positive impact is suspended, then the process of development of this quality may not only slow down, but also stop. Taking into account the individual psychological, pedagogical and physiological characteristics of preschool children, their abilities and learning conditions, it is advisable to comprehensively develop visual perception, which will undoubtedly become the key to the life success of today's children. .

At each age, sensory education has its own tasks, and a certain element of sensory culture is formed. Starting from the fourth year of life, children form sensory standards: stable ideas about colors, geometric shapes, and relationships in size between several objects, enshrined in speech. Later, they should be introduced to shades of color, to variations of geometric shapes, and to the relationships in size that arise between the elements of a series consisting of a larger number of objects.

Simultaneously with the formation of standards, it is necessary to teach children how to examine objects: grouping them by color and shape around standard samples, sequential inspection and description of the shape, and performing increasingly complex visual actions. Finally, a special task is the need to develop analytical perception in children: the ability to understand color combinations, dissect the shape of objects, and isolate individual dimensions of size.

Particularly important is the question of the connection between sensory education and learning productive activities (drawing, modeling, etc.). Productive activities begin to take shape in the third year of a child’s life, but learning at this age does not yet occupy a significant place. Therefore, for young children it does not yet make sense to distinguish between productive activities and didactic games and exercises for sensory education.

In preschool age, visual perception turns into a special cognitive activity that has its own goals, objectives, means and methods of implementation. The perfection of perception, completeness and accuracy of images depend on how complete the system of methods necessary for examination is in the child. Therefore, the main lines of development of a preschooler’s perception are the development of new examination actions in content, structure and nature and the development of sensory standards.

Initially, the object is perceived as a whole. Then its main parts are isolated and their properties (shape, size, etc.) are determined. At the next stage, the spatial relationships of the parts relative to each other (above, below, right, left) are identified. Subsequently, in the process of isolating smaller parts, their spatial location in relation to the main parts of the object is established. The examination ends with a repeated holistic perception of the object. At first, only the adult sets the goal of observation and controls its entire course. His verbal instructions organize the child’s perceptual activity, and then the teacher teaches the child how to set such goals and control the process of achieving them.

During the examination, the properties of the perceived object are translated, as it were, into a language familiar to the child, which is the system of sensory standards. Sensory standards are ideas about the sensory perceived properties of objects. These ideas are characterized by generality, since they enshrine the most essential, main qualities. Standards do not exist separately from each other, but form certain systems, for example, a spectrum of colors, a system of geometric shapes, etc. The meaningfulness of standards is expressed in the corresponding name - a word. The connection with thinking and speech of perception leads to its intellectualization.

The development of perception makes it possible for preschool children to recognize the properties of objects, distinguish one object from another, and find out the connections and relationships that exist between them. The act of visual perception begins with reactions to the detection of visual information, selection, discrimination and analysis of the signs of perceived objects, to the awareness and appropriation of this information in the form of images of perception. Further, as a result of analytical-synthetic activity, visual information passes into a way of thinking, memory, where it is stored and used for appropriate orientation, learning and action in the surrounding reality.

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 ensuring the 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.

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.

Thus, we can come to the conclusion that elementary forms of perception begin to develop very early, in the first months of a child’s life, as he develops conditioned reflexes to complex stimuli. The differentiation of complex stimuli in children of the first years of life is still very imperfect and differs significantly from the differentiation that occurs at an older age. This is explained by the fact that in children the processes of excitation predominate over inhibition. At the same time, there is a great instability of both processes, their wide irradiation and, as a consequence of this, the inaccuracy and instability of differentiation.

Children of preschool age are characterized by low detail of perceptions and their high emotional intensity. A small child primarily identifies shiny and moving objects, unusual sounds and smells, i.e., everything that causes his emotional and indicative reactions. Due to lack of experience, he cannot yet distinguish the main and essential features of objects from the secondary ones. The conditioned reflex connections necessary for this arise only as the child interacts with objects during play and activities. Significant changes in the development of visual perception in a child occur under the influence of verbal communication with adults and during the organization of special classes. Adults introduce the child to surrounding objects, help to highlight their most important and characteristic aspects, teach them how to operate with them, and answer numerous questions regarding these objects. By learning the names of objects and their individual parts, children learn to generalize and differentiate objects according to the most important features.

preschool age visual perception