Child Development in Blindness: Psychomotor, Cognitive, and Language Milestones
**Psychomotor Development in Children with Blindness**
Children need constant stimulation to develop correctly (cortical stimulation). There is a clear interdependence between sensory processing, motor, cognitive, and affective development. Vision contributes significantly to child development. It is a primary sensory channel. Blind and visually impaired children develop similar patterns of neuromuscular maturation. In fact, in some blind children, skills are at levels comparable to sighted children. However, the lack of vision will condition, to varying degrees, the blind child’s development. This development can be slow and difficult, but it can be successful ultimately.
The main differences are going to be seen around 5 months with the ability to grasp objects that catch your eye visually (blind children begin to explore objects around 9 months, driven mainly by auditory stimuli). Delays also appear in certain self-initiated motor acquisitions (lifting up on their arms, crawling, walking, etc.).
These delays are due to four factors:
- Lack of visual feedback.
- Difficulty conducting imitative behavior.
- Insecurity, fear, anxiety, and blockages.
- Lack of motivation towards objects.
The blind child relies on the auditory channel. On the other hand, the tactile channel is another fundamental avenue of information. It is common for blind children to exhibit stereotyped behaviors or “blindisms”.
**Cognitive Development in Children with Blindness**
- Cognitive development relies on psychomotor development and will assist the development of language years later.
- The cognitive development of a blind child will be slower.
- The blind child is not a sighted person who lacks vision. This is another way of being and apprehending the world around them.
- The blind child will go through the stages set out by Piaget (sensorimotor period, preoperational stage, concrete operations stage, the stage of formal thought).
Sensorimotor Period (0 to 2 Years)
- During the phase of reflexes and the primary circular reactions phase (4 months), there are no significant delays.
- In the stage of secondary circular reactions, the first lags appear: difficulty manipulating the world around them.
- After acquiring motor skills, the child will transit through the rest of the stages.
Preoperational Stage (2 to 6 Years)
- Difficulties in owning their own capacity for imitation.
- Their body image is poor.
- Late appearance of symbolic play.
- Language is a vital tool for cognitive development.
Concrete Operations (6 to 11 Years)
- Acquisitions characteristic of this stage with a lag (seriation, classification, conservation efforts, etc.).
- Better task execution based on linguistic aspects.
Formal Thought (11/12 Years)
- High personal and social conflict (adolescence).
- Re-discovery of their limitations (formation of self-concept).
- Formal thought acquisition is around 14/15 years.
**Language Development in Children with Blindness**
Language is a window that allows us to give meaning to stimuli. It is one of the keys to a child’s cognitive development. The lack of vision does not impede language development, but some differences may be seen. This development will depend largely on environmental stimulation and the language development of nearby adults. Language development is linked to:
- Establishment of the link with the mother
- General motor development
- Grip
Preverbal communication: Lack of vision may pose initial difficulties in intentional communication and affect the establishment of the mother-child bond.
Some Specifics
- Language can appear later (not necessarily).
- The child who is blind lengthens the stage of words and phrases and likes to play with language.
- Great auditory memory; they learn and repeat words if the environment reinforces them.
Phonological Aspects
Within normal limits. The blind child has the ability to vocalize, babble, etc., at the same age as typically sighted children.
Semantic Aspects
- Blind children use a larger proportion of specific names and action words, and a smaller number of generic concepts.
- The number of terms is very similar to typically sighted children.
- Egocentric language, especially self-centered.
- They use more over-discriminations than overhangs.
- They may have, ultimately, greater linguistic competence.
- Verbalism may occur: the use of terms without real knowledge of experiential meaning.
Morphosyntactic Features
- Contradictory results.
- Limited use of function words (conjunctions, prepositions).
- Difficulties in the use of pronouns, referring to themselves by their first name or in the third person.
Pragmatic Aspects
- Imitation of hearing and use of their voices to demand attention in adults, show affection, and so on.
- Uses speech as a map to monitor the environment and prolong contact with the adult.
- Uses lots of questions related to visual aspects.
In general, it is important to be aware of the language used by the adult with the child with blindness.