PSYCHOLOGICAL ASPECTS OF EDUCATIONAL ACTIVITIES OF VISUALLY IMPAIRED CHILDREN IN YOUNGER SCHOOL AGE

The article examines the main psychological aspects of the educational activity of a child with visual impairments of primary school age. Specific features of the formation of the sensory perception system are analyzed, such as low differentiation, weakness of analysis and synthesis of sensory and non-sensory information. It was determined that the leading areas of work on correcting the perception of a child with visual impairments are the development of elementary functions of sensory systems, in particular visual and tactile, as well as the activation of other mental processes that are included in the process of perception, such as memory, thinking and speech. The objects of corrective and compensatory work in the process of teaching children with visual impairments are named. Recommendations are provided for the development of the generalization of the perception of objects studied by the child; formation of object recognition skills; correction of the integrity of perception in the process of educational and cognitive activity. Methods of correction of elementary sensory functions are described. Considerable attention is paid to highlighting the content of the work on the development of visual-action and visual-image thinking, activation of orientation activity, formation of voluntary attention and memory development of a child with visual impairments.