Learning to Play: Common Concerns for the Visually Impaired Preschool Child
Susan L. Recchia
Designed for parents and professionals working with preschool children with visual impairments, this handbook discusses certain play situations that are difficult for children who do not see and provides suggestions for encouraging play. The first section discusses exploring toys and materials. It addresses why children with visual impairments often lack interest in different toys and suggests helping infants with visual impairments stay in touch with their toys by fastening them to cribs or hanging them overhead within reach. This section emphasizes the need for parents to provide feedback about play activities, to describe toys as the infant feels them and to introduce new textures as early as possible. The next section focuses on the difficulties children with visual impairments have in making transitions from one activity to another. Suggestions for easing transitions are provided and include preparing children before the transition takes place and providing a transitional object of some kind. The final section addresses the problems children with visual impairments may have when playing with other children. Parents are urged to keep the first play experience short, set up situations with just one other child, and be available to interpret for both children until they become more comfortable on their own.
Susan L. Recchia. Learning to Play: Common Concerns for the Visually Impaired Preschool Child (1987). Blind Childrens Center: Los Angeles, CA.
Reading Level: Average
Formats Available: Printed Material
Blind Childrens Center
4120 Marathon Street
Los Angeles, CA
Phone: (800) 222-3566Email: firstname.lastname@example.org
Fax: (323) 665-3828
Languages Available: English
Intended User Audience:
The intended users are parents, family members, faculty trainers, and service delivery personnel in early intervention and early childhood special education.
An infant specialist at the Blind Children's Center developed this material.
At the present time, no formal evaluation has been completed on this material. Currently, there are no plans for evaluation.
In 1999 12,017 copies of this material had been disseminated across the United States as well as internationally.
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