scholarly journals Педагогические условия формирования основ безопасного поведения детей старшего дошкольного возраста

2021 ◽  
Vol 62 (1) ◽  
pp. 15-28
Author(s):  
А. А. Листопад
Keyword(s):  
Visually Impaired ◽  
School Age ◽  
Topical Issue ◽  
Safety Behavior ◽  
Safe Behavior ◽  
Educational Guidance ◽  
Impaired Children ◽  
Type Of Behavior ◽  
Visually Impaired Children

The article highlights the relevance and necessity of educating the children of older pre-school age in the principles of safe behavior. The features of laying the foundations for safe behavior of children of older pre-school age have been analyzed. The pedagogical conditions for laying the foundations for safe behavior among children of older pre-school age have been defined and substantiated. The characteristics of a preschool student with experience of safe behavior are presented. The article considers a topical issue of pedagogic that is the formation of the personality with a safe type of behavior. The article establishes the necessity of a purposeful educational guidance to form a basis for safety behavior in visually impaired children.

scholarly journals School maturity of pre-school age visually impaired children

2015 ◽  
Vol 3 ◽  
pp. 33
Author(s):  
Vytautas Gudonis
Keyword(s):  
Visually Impaired ◽  
Motor Coordination ◽  
School Education ◽  
School Age ◽  
Visual Motor Coordination ◽  
Number Of Children ◽  
Hyperactive Children ◽  
Visual Motor ◽  
Impaired Children ◽  
Visually Impaired Children

The sample or research is 310 pre-school age visually impaired children. The average age of the surveyed is 6.3 years, the sharpness of vision is V 0.3–1. The research employed the methods for assessment of children’s maturity for school worked out by G. Gintilienė, D. Butkienė, S. Girdzijauskienė et al. (2005). During the investigation, essential problems of pre-school age visually impaired children have been estimated: a number of hyperactive children increases; also, a number of children who can hardly focus and retain attention increases; poor visual-motor coordination; narrow vocabulary; they explain notions of active vocabulary with difficulty. Results of school maturity of pre-school age visually impaired children proved significance of pre-school education institutions in visually impaired children’s preparation for school. It has been found that when surveying children of pre-school groups twice, in September and May, as well as preparing and using psychologists’ recommendations for pedagogues and parents, the level of pupils’ school maturity increases.

Features of diagnostic and correctional and developmental work of preschoolers with visual impairments

2020 ◽  
Vol 60 (11) ◽  
pp. 8-11
Author(s):  
Tamilla Huseyn Agayeva ◽  
Keyword(s):  
Visually Impaired ◽  
Mental Development ◽  
Preschool Age ◽  
Early Age ◽  
School Age ◽  
Methods And Techniques ◽  
Main Period ◽  
Primary School Age ◽  
Impaired Children ◽  
Visually Impaired Children

Summary It is known that early age is the main period of a child's physical, mental and personal develop ment. The most important issue in the organization of correctional and developmental work during this period is taking into account the peculiarities of mental development at an early age in children with visual pathology. Thus, this information ensures the use of adequate methods and techniques in the pedagogical process. In this regard, early diagnosis of the mental develop ment of a child with visual pathology at this age is of particular importance. Various methods are used to diagnose the mental development of visually impaired children of preschool and primary school age. Key words: preschool age, visual impairment, correction, compensation, diagnostics, correctional and developmental

Peculiarities of Organization of Teaching Process of Visually Impaired Children

2018 ◽  
Vol 6 (2) ◽  
pp. 14-17
Author(s):  
А. Попова ◽  
A. Popova
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Visually Impaired ◽  
Compensatory Education ◽  
School Age ◽  
Educational Organization ◽  
Primary School Age ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

The article considers the problem of compensatory education for children with disabilities in conditions of inclusive education. Based on the experience of the work of the educational organization, the features of organization of the process of teaching visually impaired children of preschool and primary school age are revealed. Attention is focused on ensuring continuity between preschool and primary education of children with visual impairments.

When May a Child who is Visually Impaired Recognize a Face?

1996 ◽  
Vol 90 (4) ◽  
pp. 325-332
Author(s):  
R. Markham ◽  
S. Wyver
Keyword(s):  
Visual Acuity ◽  
Visually Impaired ◽  
School Age Children ◽  
School Age ◽  
Qualitative And Quantitative ◽  
The Face ◽  
Impaired Children ◽  
Visually Impaired Children

The ability of school-age children who were visually impaired and their sighted peers to recognize faces was compared over seven tasks that were designed to detect both qualitative and quantitative differences between the two groups in this regard. Although no differences were found in the two groups’ ability to identify entire faces, the visually impaired children were at a disadvantage when part of the face, especially the eyes, was not visible. In addition, whereas children with better visual acuity seem to discriminate faces on the basis of internal features, children with worse visual acuity seem to be dependent on hair and the contour of faces.

Low Vision Enhancement: The Use of Figure–Ground Reversals with Visually Impaired Children

1985 ◽  
Vol 79 (2) ◽  
pp. 64-69 ◽  
Author(s):  
Laurence R. Gardner
Keyword(s):  
Visually Impaired ◽  
Low Vision ◽  
Visual Functioning ◽  
Black Background ◽  
Printed Materials ◽  
Impaired Children ◽  
Visually Impaired Children

Describes an investigation of how different figure-ground contrast combinations affect the visual functioning of visually impaired children. The study employed the use of field reversals—printing white and yellow foregrounds on a black background—to decrease the amount of light reflected from printed materials to the eye. Eighteen visually impaired children ranging in age from nine years, four months to 14 years, six months participated in this study. The findings indicated that neither reversals in contrast nor chromaticity differences were effective measures for increasing visual functioning.

Forced-Choice Preferential Looking and Visual Evoked Potential Acuities of Visually Impaired Children

1992 ◽  
Vol 86 (1) ◽  
pp. 21-24 ◽  
Author(s):  
M.C. Bane ◽  
E.E. Birch
Keyword(s):  
Steady State ◽  
Success Rate ◽  
Visually Impaired ◽  
Visual Evoked Potential ◽  
Evoked Potential ◽  
Forced Choice ◽  
Preferential Looking ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Visual Evoked

In the authors’ previous study, the success rate for forced-choice preferential looking (FPL) with preverbal visually impaired children was higher than that with pattern visual evoked potential (VEP). The current study sought to increase the VEP success rate and to improve agreement between the FPL and the VEP acuity estimates using horizontal-bar stimuli for children with nystagmus and steady-state presentation for those without nystagmus.

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