The Classroom
Mosaics and designers. Are also developing small motility and touch. Used mosaic designers of different sizes, given the visual workload and level of development of fine motor skills. Children of first year students learn to create mosaic tiles by color, size and shape, lay out horizontal and vertical paths, simple patterns. Children of the second – third year students lay out drawings of fine mosaic pattern, counting the chips in different directions. For children with convergent strabismus used a geometric mosaic in flanelegrafe and magnetic puzzle. Working with the punches. While working with stamps develop strength hands pereklyuchaemost (tension – relaxation – stress), develops pinch your hands, you need to prepare your hands to the letter.
In the classroom, in the free activity is also stringing beads of various sizes, braided rugs, laces, buckles, working with natural materials, with the paper. It promotes the development of manual skill, and most importantly increases visual acuity in children with amblyopia. 2. Correction of visual-motor and motor coordination. In children suffering from concomitant strabismus, more frequently than normalnovidyaschih peers, as already mentioned, one can observe the lack of self-control and self-control movements. And this affects the coherence of the hands and eyes. System remedial work pedagogichesoky aimed at developing children's skills, the automated synchronization of action hands and eyes in various activities. Muscle training opportunities and hands require correction. Mastery of the hands and fingers is of great importance for the development of the whole child, including speech, and for children with visual impairment is an effective means of creating a perception of the world bisensornogo.