DYNAMICS OF DEVELOPMENT OF BODY COGNITION THROUGH ARTISTICAL EXPRESSION OF BLIND AND LOW VISION CHILDREN
DOI:
https://doi.org/10.17770/sie2021vol3.6365Keywords:
blind and low vision children, body cognition of a low vision child, the artistical expression, clay worksAbstract
The article actualizes the problem of overcoming learning difficulties in visually impaired conditions. Considering artistic activity as an integrative part of teaching – learning process, it seeks opportunities for the development of cognition of their body and active interaction with the environment. For the development of the cognitive activity of blind and low vision children by using the plastic expression is based on D. A. Kolb’s learning from the own experience model.
For the research was conducted following steps: particular experience is acquired, this experience is cogitated and activated by verbal and kinaesthetic forms (it is described and expressed with the help of the move of the body), the experience is expressed with a new form: a clay work, the process of claying is reflected.
The research was carried out in Educational centre for Partially Sighted Children. Respondents were six 7-11 years old born blind or low vision children the attention was concentrated not on the age but on the level of expression to which the work of the child was classed. Visually impaired children by versatile experience reflected on their own body cognition and these various experience process merged into one-unit kinaesthetic expression and reflection.
References
Agostini, E., Francesconi, D. (2020). Introduction to the special issue “embodied cognition and education”. Phenom Cogn Sci. DOI: https://doi.org/10.1007/s11097-020-09714-x
Bakke, H.A., Cavalcante, W.A., Santos de Oliveira, I., (2019). Assessment of Motor Skills in Children With Visual Impairment: A Systematic and Integrative Review. Clinical Medicine Insights: Pediatrics, 13.
Beans, C. (2019). Searching for the science behind art therapy. Science and Culture. National Academy of Sciences, 116, 3, 707-710.
Joshua, N., Rainbow, Ho. (2017). Effects of Clay Art Therapy on Adults Outpatients with Major Depressive Disorder: A Randomized Controlled Trial. Journal of Affective Disorders, 217. DOI:10.1016/j.jad.2017.04.013.
Edwards, C., Gandini, L., Forman, G. (2012). The Hundred Languages of Children. The Reggio Emilia Experience in Transformation. PRAEGER.
Ferede, A.T., Alemu, D.S., Gudeta, A.D., Alemu, H.W., & Melese, M.A. (2020). Visual Impairment among Primary School Children in Gondar Town, Northwest Ethiopia. Journal of ophthalmology, ID6934013.DOI: https://doi.org/10.1155/2020/6934013
Francesconi, D., Tarozzi, M. (2019). Embodied Education and Education of the Body: the Phenomenological Perspective. In M. Brinkmann, J. Türstig, & M. Weber-Spanknebel (Eds.), Leib – Leiblichkeit – Embodiment: Pädagogische Perspektiven auf eine Phänomenologie des Leibes, 229-247. Springer VS. Phänomenologische Erziehungswissenschaft Vol. 8.DOI: https://doi.org/10.1007/978-3-658-25517-6_12
Directorate-General for Education and Culture. (2014). Key principles of a Quality Framework. European Commission. Retrieved from http://ec.europa.eu/assets/eac/education/experts-groups/2011-2013/ecec/ecec-quality-framework_en.pdf
Kolb, D.A. (1984). Experiential Learning. Experience as the Source of Learning and Development (Vol. 1). Englewood Cliffs, New Jersey: Prentice-Hall.
Locher, P., Martindale, C., Dorfman, L. (2019). New Directions in Aesthetics, Creativity and the Arts. New York: Routledge
Lowenfeld, V., Brittain, W.L. (1987). Creative and Mental Growth. New York: Macmillan publishing company.
McLeod, S.A. (2017). Kolb - learning styles and experiential learning cycle. Simply Psychology. Retrieved from https://www.simplypsychology.org/learning-kolb.html
Meyer, A., Rose, D.H., Gordon, D. (2014). Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing.
Ministry of Education and Science of the Republic of Lithuania. (2015). Concept of a good school. V-1308, Vilnius. Retrieved from http://www.nmva.smm.lt
Purpura, G., Febbrini, Del Magro E., Caputo, R., Cioni, G., Tinelli, F. (2021). Visuo-haptic transfer for object recognition in children with peripheral visual impairment. Vision Research, 178, 12 – 17.
Vygotsky, L.S. (1983). Sobraniye Sochinenii [Collected Works], Vol. 3, Problems of developmental psychology. Moscow: Pedagogika
Downloads
Published
Issue
Section
How to Cite
