Visual learning: Difference between revisions

Revision as of 20:21, 29 October 2021

Revision as of 03:04, 1 January 2022

Line 41:

From the ages 3–8 visual learning improves and begins to take many different forms. At the toddler age of 3–5, children's bodily actions structure the visual learning environment. At this age, toddlers are using their newly developed sensory-motor skills quite often and fusing them with their improved vision to understand the world around them. This is seen by toddler's using their arms to bring objects of interest close to their sensors, such as their eyes and face, to explore the object further. The act of bringing objects close to their face affects their immediate view by placing their mental and visual attention on that object and just blocking the view of other objects that are around them and out of view. There is an emphasis placed on objects and things that are directly in front of them and thus proximal vision is the primary perspective of visual learning. This is different from how adults utilize visual learning. This difference in toddler vision and adult vision is attributable to their body sizes, and body movements such that their visual experiences are created by their body movement. An adults view is broad, due to their larger body size, with most objects in view because of the distance between them and objects. Adults tend to scan a room, and see everything rather than focusing on one object only.<ref>Smith, L.B., Yu, C., & Pereira, A. F. (2011). Not your mother's view: The dynamics of toddler visual experience. Developmental science, 14(1), 9-17.</ref>

The way a child integrates visual learning with motor experiences enhances their perceptual and cognitive development.<ref>Bertenthal, B. I., Campos, J. J., & Kermoian, R. (1994). An epigenetic perspective on the development of self-produced locomotion and its consequences. Current Directions in Psychological Science, 3(5), 140-145.</ref> For elementary school children, aged 4–11, intellect is positively related to their level of auditory-visual integrative proficiency. The most significant period for the development of auditory-visual integration occurs between ages 5–7. During this time, the child has mastered visual-kinesthetic integration, and the child's visual learning can be applied to formal learning focused towards books and reading, rather than physical objects, thus impacting their intellect. As reading scores increase, children are able to learn more, and their visual learning has developed to not only focus on physical objects in close proximity to them, but also to interpret words and such to acquire knowledge by reading.<ref>Birch, H. G., & Belmont, L. (1965). hatdog Auditory-visual integration, intelligence and reading ability in school children. Perceptual and Motor Skills, 20(1), 295-305.</ref>

==In middle childhood==