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17PSYCHOPHYSICAL DEVELOPMENT OF CHILDREN WITH VISUAL IMPAIRMENT THROUGH TACTICAL BOOK Sharipova Yo.K.
Sharipova Yokut Kudratillaevna- Lecturer, DEPARTMENT OF INTEGRATED SKILLS OF THE ENGLISH LANGUAGE, FACULTY OF JUNIOR COURSES, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: raising a child with profound visual impairment preschool age today is a difficult unresolved problem. Due to the lack of information about objects and phenomena the world around, blind and visually impaired children have their own specific features due to the peculiar course of psychophysical development and socio-psychological adaptation to the conditions of modern life. Scientists prove the need to develop the sensory experience of children with visual impairment with the help of intact analyzers, speech, and thinking. However, in the absence of special corrective work, the formation compensatory skills are difficult.
Keywords: visually impaired learners, cognitive ability, tactile learners, sensory characteristics, games.
Various visual impairments lead to the uniqueness of the child's development, the occurrence of a variety of secondary deviations: impaired vision makes it difficult to obtain sensory information about objects of the surrounding world and negatively affects the development of the ability to use them in activities (L.P. Grigorieva, V.Z. Deniskina, M.I.Zemtsova, L.I.Leushina, A.G. Litvak, L.I. Solntseva, V.A. Feoktistova and others); low tactile sensitivity, poorly developed motor functions of the hands and lack of formalized technique of movements, coordinated actions of the eye and hand cause the child with visual impairments to have difficulty performing various actions (M.I.Zemtsova, L.B.Osipova, L.I.Plaksina, L.I.Solntseva, S.Fraiberg,); visual perception, despite the inferiority, continues stay leading in the knowledge of the world around children with disabilities vision (V.Z.Deniskina, A.G. Litvak, L.V.Myasnikova, L.B.Osipova, L.I.Plaksina, L.A.Remezova, L.S.Sekovets, L.I.Solntseva, V.A.Feoktistov).
V.Z.Deniskina points out those blind and visually impaired preschoolers, in addition to the usual activities related to preparing for school, it is required special measures aimed at the formation of compensatory mechanisms of life and attitude. Systematic and competent organized work with children with profound visual impairments helps prevent serious secondary complications of blindness and low vision (mental retardation, autism, memory impairment and etc.), the formation of self-service skills in the child, the development of memory, attention, thinking in accordance with age norms. However, most of the tools used by educators and parents for the upbringing and development of an ordinary child (didactic games, books with pictures, cut pictures and puzzles, mosaics, etc.) are designed for visual perception and cannot be used for a blind child, but for a visually impaired child, their use is difficult. Tactile book is such an option generally accepted book in which illustrations made from various materials in maximally reflecting real characteristics of objects.
Base for development cognitive activity of the child is the development of sensory standards and active cognitive activity: the ability to operate with standards in order to analyze various sensory characteristics of an object, recreating new objects with using sensory standards.
The practice of trainee teachers shows and allows us to judge that in the process of education and training, most often attention is paid to the development of children of the rational side of cognition (the priority of reason in the formation ideas about the world). Educators and parents use developmental memory games, attention, exercise children in
comparison and analysis, often relying on at the same time, only on visual (less often - on auditory) stimuli. As a rule, the use of touch as important falls out of the field of attention means of cognition of the surrounding world. According to psychologists (L.A.Venger, A.V.Zaporozhets, V.P.Zinchenko and other), touch at preschool age, especially up to 4 years old, plays an equivalent role with vision. Touch and vision develop "in parallel". The development of tactile plays a huge role in the integration process. The child, with the help of touch, complements, expands and checks the information it receives with the help of other perceptual channels. At the same time, the close integration of developing sensory and motor systems influences perceptual and cognitive capabilities of the child.
Blind and visually impaired preschoolers really enjoy being read books with tactile pictures. Children are happy to "examine" them, marking the shape of the depicted object, its small details, texture and color (in the presence of residual vision). Reading is accompanied by positive emotional experiences, which contributes to better memorization and concentration of attention, stimulation of cognitive activity and speech activities. Children are happy to recognize familiar images, talk about them, and show these books to their relatives and friends. When examining, it is advisable to use both hands, since this improves the quality of perception, clarifies the volume, direction and the ratio of the parts of the perceived. In the process of teaching a child examination of objects and their properties should help him to distribute hand functions: (one leading and the other controlling). To maintain interest in completing assignments, they are offered in game form. Different actions are organized with different properties of objects children.
References
1. Kostyuchek, N.S. Speech development in schoolchildren for the blind (grades I - V) / NS Kostyuchek. M.: Education, 1967 - 167 p.
2. Kulagin, YuA. Perception of visual means by pupils of schools for the blind/ Yu. A. Kulagin. M.: Pedagogika, 1969. 295 p.
3. Litvak, A.G. Psychology of the blind and visually impaired / A.G.Litvak. S.P.: Karo, 2006 . 336 p.
