Visual perception is the process of extracting and organising information, giving meaning to what we see.
It is required to perform everyday tasks, such as reading, copying information from a board or understanding symbols.
Visual perceptual skills enable a child to make sense of and interpret what they are seeing.
These skills include:
- visual discrimination – matching 2 objects that are the same
- visual memory – the ability to remember visual information
- form constancy – the ability to notice that two objects are the same even if they are different in size, color and orientation
- figure ground – the ability to find an object when it is hidden in a busy background (for example 'Where’s Wally')
- visual closure – the ability to identify two objects that are the same even if part of one is missing
- visual tracking – the ability to focus your eyes on a target
- visual spatial relations – the ability to perceive where objects are in space
- visual motor integration – the ability to coordinate our visual and motor systems.
Visual motor skills enable a child to coordinate their eyes and hands to draw and write. Children may have difficulty with copying shapes, handwriting, and lining up maths problems.
For some children with 20/20 vision, visual perceptual difficulties may still be an issue, whereas some children who need to wear glasses to correct their vision may not have any visual perceptual difficulties.
While these are both related to the visual sensory system, vision and visual perception are distinct from one another.
How does it present?
Visual perception is essential for:
- planning and organising information and movements
- understanding, processing, and retaining information, for reading, writing, and drawing
- hand-eye coordination.
Without well-developed visual perceptual skills, a child will likely experience difficulties across the board in their self-care, learning, and play skills.
These difficulties can impact a child’s self-esteem and confidence and may cause a child to withdraw from or become avoidant of activities that they find challenging.
While each child is different and will present differently, there are some tell-tale signs that a child may be experiencing visual perceptual difficulties.
This includes difficulty with:
- reading and spelling – may confuse similar words (e.g. ‘saw’ & ‘was’)
- differentiating between similar looking items
- understanding and memorising visual information
- seeing things that seem obvious to others
- remembering ‘lefts’ and ‘rights’
- understanding written instructions.
It can also present as:
- avoidance of challenges and demands
- scruffy handwriting and poor letter formation – letter tails may be detached or awkward
- inaccurate copying of shapes, letters, and numbers – letters and numbers may be reversed
- poor motor coordination – especially hand-eye coordination skills.
What we can do to support the child
Basic concepts
Basic concepts are the building blocks of visual perception. They help us to understand and simplify the information that we are getting from our eyes.
This includes:
- body concept, body scheme and body awareness
- colour
- shapes.
Body concept, body scheme and body awareness
This is knowing your body parts, their functions and where your body parts are in space.
Playing games such as 'Simon Says', building a body with play dough, copying movement sequences and learning about the function of each body part will help establish overall body concept. Learning to differentiate between left and right also forms part of body concept.
Colour
Being able to match, identify and point out and name colours are the next step in basic concepts. Start with primary colours before moving onto secondary colours.
Shapes
Help your child to match, identify and point out and name primary and secondary shapes.
The primary shapes consist of:
- circles
- triangles
- squares
- and rectangles.
Secondary shapes include:
- ovals
- kites
- diamonds
- pentagons
- and stars.
Figure ground
Use 'look and find' games to help promote figure ground, e.g. finding specific items in the jumble drawer at home, 'Where's Wally' books or 'I Spy' worksheets.
Visual discrimination
Use matching activities, 'Spot the Difference' worksheets, 'Find the Same/Different One' games etc to promote visual discrimination.
Spatial relations
Understanding the difference between positional concepts will facilitate spatial relations.
This includes:
- up and down
- left and right
- inside and outside
- on top and underneath
- between
- next to
- front and behind.
Start with the positional concepts on their body by playing 'Simon Says' or using object placement, by saying Place the bean bag behind your back, in front of the chair/ between your feet".
Once they have mastered placing items in relation to their body, start using objects only. For example, place the block on top of, behind, between, next to, to the right of the other block.
You can use pillows at home and have them build a fort by following your instructions on where to place which item.
Once they are able to place objects in relation to other objects, we can move onto 2D and paper based spatial relations. This time, show them a picture of a sequence of blocks and they have to replicate it.
Visual closure
Puzzles and completing partial pictures help promote visual closure.
Visual memory
Practice visual memory by starting with 3 to 5 random, but familiar objects on a tray. Give your child 1 minute to look at the items, and to remember them without saying the names of the items.
Cover the tray and items with a cloth and ask them to recall what they saw. Increase with 1 item and add another 30 seconds when you get to 8 items.
Playing memory match-up card games are also useful for visual memory. You can also use storybooks and have them look at the details in the picture for 1 minute. Ask them questions about the colour, position and objects in the picture.
Using symbols, have your child practice memorising 3 to 5 symbols in the correct order. Avoid them naming the symbols out loud as they try to memorise them, as this makes use of the auditory system and lessens the use of the visual system.