Elsa I Bei1, Alicia Oiberman2, Daniela Teisseire3, Jorgelina Barres4. 1. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental (CIIPME) del Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET). 2. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental (CIIPME) del Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET). aoiberma@psi.uba.ar. 3. Servicio de Estimulación Temprana de la Escuela de Educación Especial 33, Ciudad Autónoma de Buenos Aires (CABA). 4. Escuela de Educación Especial 33, Ciudad Autónoma de Buenos Aires (CABA).
Abstract
INTRODUCTION: Studying the cogni t ive development of blind children is particularly interesting in itself and because it provides intervention guidelines. The etiology of blindness is heterogeneous but this does not hinder the possibility of establishing the characteristics typical of its development. If these children acquire language at approximately 2 years, it means the last stage of sensorimotor intelligence has been achieved. OBJECTIVE: To determine the strategies that blind infants and toddlers adopt during the sensorimotor period to achieve an adequate level of development. Population and method. The study was carried out in students from a public Special Education School of the Autonomous City of Buenos Aires. This was a qualitative study for the identification of coincidences to define strategies. Blind children aged 3 months to 3 years were observed. The analysis unit was each significant segment of the "directed play" sessions conducted in a Gesell chamber and guided by the stimulation therapist. RESULTS: Thirty-four children were included and 55 observations were made. Children's "modes of action" were categorized as significant features of a strategy. Four thematic focuses and four stages were identified and chronologically supported with acquisitions that were considered "organizers." The assessment showed that 71% of children achieved an adequate cognitive development for their age. CONCLUSION: Systematizing strategies will help to develop an instrument to detect delays and define intervention guidelines. Sociedad Argentina de Pediatría.
INTRODUCTION: Studying the cogni t ive development of blind children is particularly interesting in itself and because it provides intervention guidelines. The etiology of blindness is heterogeneous but this does not hinder the possibility of establishing the characteristics typical of its development. If these children acquire language at approximately 2 years, it means the last stage of sensorimotor intelligence has been achieved. OBJECTIVE: To determine the strategies that blind infants and toddlers adopt during the sensorimotor period to achieve an adequate level of development. Population and method. The study was carried out in students from a public Special Education School of the Autonomous City of Buenos Aires. This was a qualitative study for the identification of coincidences to define strategies. Blind children aged 3 months to 3 years were observed. The analysis unit was each significant segment of the "directed play" sessions conducted in a Gesell chamber and guided by the stimulation therapist. RESULTS: Thirty-four children were included and 55 observations were made. Children's "modes of action" were categorized as significant features of a strategy. Four thematic focuses and four stages were identified and chronologically supported with acquisitions that were considered "organizers." The assessment showed that 71% of children achieved an adequate cognitive development for their age. CONCLUSION: Systematizing strategies will help to develop an instrument to detect delays and define intervention guidelines. Sociedad Argentina de Pediatría.
Authors: Megan M Duffey; David Ayuku; George Ayodo; Emily Abuonji; Mark Nyalumbe; Amy K Giella; Julie N Hook; Tuan M Tran; Megan S McHenry Journal: J Int Neuropsychol Soc Date: 2021-05-24 Impact factor: 2.892