Preisler G M
Department of Psychology, Stockholm University, Sweden.
Child Care Health Dev. 1993 Sep-Oct;19(5):295-315. doi: 10.1111/j.1365-2214.1993.tb00735.x.
In a longitudinal descriptive and qualitative study, nine blind pre-school children have been observed in natural interactional settings in their nurseries. The objective was to give a detailed description of the blind child's activities and social situation in a group of sighted children. The results showed that the blind child's overall behaviour in the pre-school setting was different when compared with the sighted children's behaviour, as shown in activities like orientation, exploration and play. The blind children seldom participated in sighted children's play and they seldom initiated contact with the other children. The sighted children initially showed an interest in the blind child but as their initiatives were often neglected, they were not encouraged to proceed. The teachers played an important role for the blind children, both as a visual interpreter and as a play-mate. However, many of the teachers had great difficulties in understanding the blind child's way of functioning. Alternative pre-school settings for blind children are discussed.
在一项纵向描述性和定性研究中，观察了九名盲童在幼儿园自然互动环境中的情况。目的是详细描述盲童在一群视力正常儿童中的活动和社交状况。结果表明，与视力正常儿童的行为相比，盲童在学前环境中的整体行为有所不同，如在定向、探索和玩耍等活动中。盲童很少参与视力正常儿童的游戏，也很少主动与其他儿童接触。视力正常的儿童最初对盲童表现出兴趣，但由于他们的主动行为常常被忽视，所以没有得到鼓励继续下去。教师对盲童起着重要作用，既是视觉解释者又是玩伴。然而，许多教师在理解盲童的行为方式方面有很大困难。文中还讨论了为盲童提供的替代学前教育环境。
