Formation of subject activity of preschoolers with visual disabilities

Abstract

The article is focused on the questions of the process of cognition of outside by preschoolers with visual
impairment, the helping with their skills in learning and the way of perception of nature phenomena
and substantive activities. Particular attention is devoted to the development of cognitive processes of
preschool children: tactile perception, visual-logical thinking, subject-practical activities; assistance. Mental development, thinking is an important component of the development of the preschooler’s
personality, in particular in his cognitive sphere, subject-practical activity. One of the important directions
of the development of cognitive activity of preschoolers is the creation of conditions that make the full
mental development of children which is associated with the formation of stable cognitive interests, skills
and abilities of mental activity, thinking skills, creative initiative.
The purpose of this article is to consider the issue of effective formation of active tactile perception children
with visual impairment, knowledge of the properties of the objects around them and the formation of ideas
about the environment in the process of educating preschoolers with visual impairment.
In the process of forming tactile perception of the objects around them we used a special organization
of the educational process, a necessary condition of which was the development of visual and logical
thinking of the preschooler, his full interaction with the world of real things and features of perception,
development of cognitive abilities of preschoolers with visual impairment.
The result of the work on the formation of the subject activity of preschoolers with visual impairment is
the formation of their full ideas about the world around them, objects, spatial orientation, the development
of thinking and cognitive activity.
Thus, the formation of the subject activity of preschoolers with visual impairment is a long process that
does not end before school. Along with the formation of methods of tactile examination of objects, there
is also a need for the formation of spatial orientation, the development of fine motor skills. All this together
leads to the enrichment of the