One of the most frequently asked questions, both by parents and teachers, is to explain, “What exactly is visual perception?”  Teachers, then go on to ask, “ How can I recognize the problem, and what can I do about it?”

Visual Perception relates to the interpretation of visual information.  In essence,  what our eyes take in, our brain interprets;  the picture compiled renders meaning.  From what we see, we often create action plans.  For instance, when you see stairs ahead, you prepare yourself for the step down. 

Animators have developed techniques to trick our brains.  When images are flashed in front of us in rapid succession, the brain sees a moving image rather than individual pictures.  IMAX and some amusement  park rides work with a manipulation of the visual system.  By creating visual images that impart the viewpoint of movement, we actually feel like we are moving.  For some, they actually feel dizzy or nauseous.  On a milder scale, you might be confused as to whether the train next to you is moving or your train is pulling out of the station.

In every day life, however,  we interpret our world in a way that helps us organize the objects and space around us.  We learn how to read, write and build things based on an understanding of how things go together, including two dimensional symbols such as numbers and letters.

Here are specific categories that visual perception is broken into:

Recognition of form:  Is it round or square, a curve or a straight line?

Recognition of space:  big or little, high or low, above, under, right, left, the middle

Visual Memory:  remembering what you saw; holding onto the specificity of images such as symbols (letter, numbers), recall of colors

Figure Ground:  being able to discern objects or pictures imbedded in others (like hidden pictures), determining what visual details are important to hold onto.

Visual Closure:  being able to predict how a form will be completed to make sense. 

To learn how these skills develop early on refer to Visual Perception.

Traditional school programs work hard at teaching the child many of these visual concepts by presenting visual images of these (shapes, colors, letters, etc.) and providing the auditory/language concept or label attached to it (ball=round/circle, box= square/cube, lemon=yellow)

Sometimes the child gets stuck in the linking of these two systems (interpretation of visual information and language).  Here are some simple tasks to ascertain if interpreting the visual pictures is where the child gets stuck.

HOW TO USE THIS GUIDE:  When you wonder why a child struggles with a certain area,  OBSERVE THE CHILD’S PERFORMANCE in the areas of concern and discussed below.  MANY CHILDREN MAY STRUGGLE WITH ONE OR TWO OF THEM.  IT IS THE DEGREE OF DIFFICULTY AND/OR THE NUMBER OF AREAS (the pervasive nature of the difficulty) that

indicates a problem.

Preschool:

1. 1. Tends to avoid or never chooses visually loaded activities such as puzzles,
   

     blocks, pattern activities.

2. 2. Avoids the art area and/or drawings remain scribble for longer than expected
   

     Scribble:   1-3 yr. old

     Random circles and strokes:  2-4 yr. old

     Circles, strokes and approximated shapes have some vague representation:  3-5 yr. old

     Circles and shapes are well formed and combined to represent objects:  4-6 yr. old

     At 5 yr. old the child should draw a person with a minimum of 8 identifiable body parts

     and is spatially accurate.

3. 3. Will play with construction toys but in a disorganized or repetitive way.
   

4. 4. Has difficulty learning basic shapes and/or colors.
   

How to enhance visual perceptual development:

Incorporate touch to the identification of spatial concepts.  Three dimensional, hands on, tactile teaching remains very important at this stage.

When using movement in the class instruction and activities, include spatial concepts:  emphasize clearly and demonstrate (e.g.  I’m putting the glue ON TOP of the cabinet,  the crayons are   NEXT TO the basket,  George is standing BETWEEN Ann and Ben).

Play games that reinforce these concepts (Boys and girls, crawl UNDER the table,  now go to the LEFT side of the room).

Visual perception activities are a lot more than just puzzles.  Pattern block,  shapes and building materials are all very important and should be present for direct instruction and independent exploration.

RELATIONSHIP TO EACH OTHER  (i.e. how they go together to make the picture)

Cut out shapes for the child to construct drawings.

Kindergarten:

1. 1.Still avoids typical visual perceptual activities.
   

2. 2.Drawings remain immature or avoided all together.
   

3. 3.Has difficulty remembering/learning shapes, and recognition of letters/numbers.
   

4. 4.Early attempts at writing is a  struggle and the letters are disjointed/disconnected
   

    (other writing readiness issues have checked out).

5. 5.In spite of strong language skills, reading readiness seems unusually behind.
   

How to Enhance Visual Perceptual Development:

Continued reinforcement of activities listed above.

More complex visual perceptual activities can be introduced:  Tangrams

                                                                                                  Geo Boards

                                                                                                  Tricky Fingers

                                                                                                  Weaving and other crafts

                                                                                                   Games with spatial demands

Make sure the chid has learned and can draw basic strokes (e.g. diagonal lines) and shapes.

Refer to Let’s Draw for more information.

First Grade:

1. 1. Refer to Kindergarten but the issue shifts primarily to a struggle with learning to read, write,  
   

     and manage basic math concepts introduced.

2. 2. Drawing remains immature.
   

3. 3. Organization of personal space, work, etc. is messy or chaotic.
   

4. 4. The child appears tentative or confused when entering larger and/or unfamiliar
   

      places (e.g. cafeteria, playground or gym).

Strategies to Enhance Development:

Make sure that all areas for fine motor control are established and hand writing skills are developing.

Continue to involve the child in activities and games that have spatial elements and the need to pay attention to visual details.

Refer to Visual Perception for a list of specific activities and resources.

Second and Beyond:

1. 1. Many of the issues listed above persist or present themselves for the first time.
   

     For instance, as the demand for increased speed in writing occurs, the child can no

     longer keep up so the organization of work falls apart.  The desk is a mess.

2. 2. Reading and writing remain a struggle.  Anxiety may develop around these areas.
   

3. 3. Spatial concepts introduced in Math related to manipulating numbers and shapes
   

      are untenable for the child.  Sequencing may be difficult.

Strategies to Enhance Development:

Spatially loaded games should be incorporated into play.

Increasingly more complex designs can be introduced in art class or free choice time.

Making a color pattern then being able to continue it independently is an excellent activity for visual memory and visual discrimination.

 

Provide more manipulatives when introducing higher level geometry concepts with the spatially  challenged child.  Break concepts down into small chunks and have the child repeat the obvious concepts first before moving onto more complex concepts, or combining shapes and concepts.

An expanded list of games and activities are listed in  the Visual Perception Section