A Study On The Problems And Countermeasures Of Parent - Child Interaction In Visually Impaired Children

The goldenperiod of children’s development is from age three to six. During thisperiod, children’s vocabulary, language and intelligence develop fastest. It is alsothe key period for children to develop their personalities.Due to the lack of vision, visually impaired children aged from three to six havelimited movement abilities. They are seriously lack of social abilities. It is difficultfor them to have thorough understanding. Right now there are no proper institutionsprovide them with professional and educational training. So parent-childinteractions become more important for the development of visually impairedchildren.With many years of working experience on special education and professionalpreschool education knowledge, the author of this thesis studies twelve visuallyimpaired children aged from three to six about their family parent-child interactioncondition by documentary method, interviewing and behavior study.The introduction part mainly explains the research reasons, motivation, purpose,significance, methods and the related literature at home and abroad.Part One, analyze the concept and value of the parent-child interaction forvisually impaired children aged from three to six. This part mainly introduce theconcept and analyze the value from three aspects: How the parent-child interactionaffects social, cognitive, mental health, and physical development of visuallyimpaired children, affects parents and the parent-child relationship.Part Two, analyze the current situation and reasons of parent-child interaction ofvisually impaired children aged from three to six. Current problems: visually impairedchildren’s parent-child interactions are usually parents dominated, monotonous less frequent and of low depth. Reasons: the visually impaired children’s parent-childinteractions can be affected by many factors, such as: the family parenting pattern,parents’ abilities, parents’ marital status, family structure, visually impaired children’scharacteristics, and so on. Parent-child interaction will also be affected if parentsunderstand physical and mental characteristics of visually impaired children and haveknowledge of special education. Appearance changes of visually impaired childrenand lack of eye contact can also affect the quality of parent-child interaction. Thoseare the main ideas of this part.Part Three, improve the quality of countermeasures for problems happenedduring parent-child interaction for visually impaired children aged from three to six.By studying the problems, the author gave some corresponding countermeasures, suchas: intervention for visually impaired children should be respectful, fully participated,safe and useful in daily life. Suitable living skills training and orientation and mobilitytraining for visually impaired children can enrich interactive content. Try to set upsuitable intervention models gradually by considering interests of visually impairedchildren, using real objects, social resources and doing parent-child reading together.