DIDACTIC GAMES AND EXERCISES IN THE DEVELOPMENT OF VISUAL PERCEPTION IN PRESCHOOL CHILDREN WITH VISUAL IMPAIRMENTS
DOI:
https://doi.org/10.31392/UDU-nc.series19.2026.50.01Keywords:
visual perception, preschool children with visual impairments, didactic games, didactic exercises, perceptual actions, sensory standards, interactive technologiesAbstract
The article presents the results of a study on the development of visual perception in preschool children with visual impairments through didactic games and exercises. The study involved 19 preschool children with visual impairments. Visual perception was assessed at the initial and final stages of the experiment using the same diagnostic tasks and assessment criteria. The assessment covered the differentiation of sensory features, including colour, shape, and size; the quality of visual images; spatial perception; the development of perceptual actions; and the use of sensory standards. Based on the initial assessment results, a programme for developing visual perception was designed with consideration of each child’s individual performance across the identified criteria. The programme combined didactic games and exercises, object-based and graphic materials, multisensory exploration, and the use of an interactive whiteboard. The complexity of the tasks and visual materials was gradually increased according to the children’s pace of work, visual attention, fatigue, and independence in performing the tasks. Comparison of the initial and final assessment results demonstrated positive dynamics across all identified criteria of visual perception, as well as improvements in the ways children explored visual material and performed the tasks. Based on the programme implementation results, recommendations were formulated concerning the individual selection of exercises, gradual increase in task complexity, the use of digital tools, and the integration of visual perception activities into children’s everyday activities at preschool and at home.
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