VISUAL PERCEPTION DEVELOPMENT

0 - 1 YEARS

 
Visual Perception is the way in which the brain interprets the messages which it receives through the eyes. Visual Perception is the umbrella term used and covers several visual functions which work together to make up Visual Perception. Briefly, these subsections are:
 

  • Visual Discrimination:
    This is the ability to see similarities and differences between objects, pictures and symbols. This enables the child to sort , match and categorize. It is an essential skill for reading, spelling and maths.
  • Visual Foreground and Background Perception:
    This refers to the ability to focus on a particular object while all other objects fade into the background. it is an important function in reading, maths and all other academic learning areas.
  • Visual Seriation:
    This is the ability to arrange objects in increasing or decreasing order. It involves understanding the meaning of words and concepts such as few, more, most, etc.
  • Visual Memory and Recall:
     The ability to remember what has been seen, and recall this information at a later stage. It involves the ability to remember shape, colour, size and sequence. Visual memory and recall are essential for reading and writing.
  • Visual Sequencing:
    The ability to arrange objects, pictures, shapes letters and numbers in a logical order.
  • Part/Whole and Whole /Part Relationships:
    This is the ability to break up visually presented items into it’s component parts and then put them back together again. This skill is essential for reading, spelling and maths. 

 

 
The following
Visual Perception Developmental Checklist
should serve the following two purposes:
 

 

  1. Use the checklist as a guide of visual development that you should be stimulating, through play or even through daily activities.

  2. Should you find that your child is not developing according to several items on the checklist, it is advised that you consult with a Speech and Language Therapist, General Practitioner (GP), Pediatrician, etc. for further advice.This list is a guide and should not be used for diagnostic purposes.

SIX MONTHS (approximately)

  • Begins to reach and grasp with both hands and mouth.
  • The arms start moving at the sight of an approaching object and may even grab hold of the object.
  • Follows the movement of a dangling object.
  • Gaze is shifted more freely  when lying down.
  • Starts to move head to see from one place to another..
  • Can focus on an object in his/her hand and then focus on another object elsewhere and then return his focus to the object in his/her hand.

EIGHT MONTHS (approximately)

  • Starts to turn head and shoulders to be able to see what is happening around him.
  • Is able to tip the head upwards to see above him.
  • Enjoys exploring the next room or peeping around corners.
  • Becomes aware of more than one object if there are numerous objects close by.
  • Begins to become aware of a third dimension in objects eg. hollow/solid, top/bottom etc.
  • A sense of wholeness is emerging eg. sees the whole room, the whole person, the whole wall of cubes that have been built, etc.

ONE YEAR (approximately)

  • Enjoys releasing an object form his/her hand , giving the object away to someone, and   receiving it back again
  • Is aware of physical attributes of an object, eg. smooth/rough surfaces.
  • Delights in buttons, buckles, flowers and other bright objects.
  • Can see emotional expressions.
  • Begins to pick up a spoon at the tip of the handle.
  • Is able to place objects next to, on top of each other, or into a container if the container is hollow.
  • Enjoys playing with bowls by putting them on and taking them off his head again.
  • Arms are raised to indicate that he wants to be picked up and looks down to indicate that he wants to be put on the floor.
  • Interested in various noises, even those made by objects which he cannot see, e.g. a car hooter a few blocks away and will closely “watch” the car passing by.