Educational directions in teaching and upbringing of blind children of early and prescool age

Abstract

The relevance of the study is due to the need to find and implement new approaches in the education
and upbringing of blind children, in particular, early and preschool age as fundamental stages of
personality formation. Early and preschool age for blind children is the most favorable for the formation and development of all mental processes, the activities of the senses, the accumulation of ideas about
the world around us. Properly constructed correctional and developmental work is one of the main
conditions for the success of the educational process in working with children with visual impairments.
It is knowledge, skills, abilities, formed value attitude to reality lays the foundation of the general mental,
sensory and emotional-volitional development of the individual, which determines its further success in
learning, socialization and personal self-realization. The absence or significant limitation of the possibility
of visual perception can lead to certain specific deviations that can be overcome by properly conducted
correctional and developmental work.
The article considers the goals of education and development in 7 main areas: the child’s personality, the
child in the sensory-cognitive space; a child in the natural environment; child’s play; a child in society;
the child’s speech; child in the world of art, which implements the process of formation and development
of key competencies in blind children of early and preschool age, defined in accordance with the basic
component of preschool education (motor and health, personal, subject-practical and technological,
sensory-cognitive, logical mathematical and research, natural and environmental and skills focused
on sustainable development, play, socio-civic, speech, art and speech, artistic and creative (artistic,
productive, musical, theatrical), which is the State standard of preschool education in Ukraine. Programs
for blind children play an important role in the process of helping families and should be useful to both
parents and professionals. The expected results of education and upbringing of blind children in these
educational areas for the period of three - four and seven years of their lives are highlighted.