PSYCHOPHYSICAL DEVELOPMENT OF YOUNG CHILDREN WITH VISUAL IMPAIRMENT

Abstract

Features of psychophysical development of children of the first year of life with visual impairments are extremely insufficiently studied and currently the development of this problem in terms of solving actual problems of special pedagogy and psychology is promising. The aim of the study was to analyze the features of psychophysical development of children of the first year of life with impaired visual functions. The development of a child of the first year of life with visual impairment differs from the development of a child with normal vision in its effectiveness in improving perceptual-cognitive and psychomotor functions, as well as the formation of emotional response in the formation of higher mental functions. Activation of various morphofunctional brain systems and actualization of relationships in these systems is the physiological basis for the development of higher forms of cognitive activity in Blind Children: attention, memory, speech and thinking. Features of psychophysical development of children of the first year of life with visual impairments are manifested in a slow pace of formation and qualitative deficits of perceptualcognitive and psychomotor functions, as well as emotional reactivity, which is the pathogenetic basis of mental dysontogenesis in relation to such higher mental functions as perception, representation, speech function, attention, memory, thinking. For the organization of qualified special pedagogical assistance to children of the first years of life with visual deprivation and pathology of the visual organ, the development of the following scientific directions is relevant and promising: оrganization of early comprehensive rehabilitation care, since already in childhood children with visual impairments have the presence of deviations and a low rate of psychomotor development, which allows predicting unfavorable psychophysical development in the future; carrying out correctional and rehabilitation treatment, provided that the child’s upbringing system is properly organized and parents are taught educational activities; activating the development of methods of developing training and ensuring effective social adaptation of children when organizing the relationship and coordination of medical actions teachers, psychologists, social workers, and the child’s family.