Giddy Up by Mechelle Gilford circa 2024
Unlocking Potential: Play, Art, and the Critical Windows of Brain Development
Children with blindness, low vision, or Cortical Visual Impairment (CVI) paint a vivid picture of how adaptable the human brain truly is. Their unique way of experiencing the world invites us to think beyond sight, and to consider the power of developmental neurological windows – those crucial periods in early childhood when the brain is especially primed for specific types of learning.
The Ever-Changing Neural Landscape
Neuroplasticity, the brain’s ability to rewire itself, is at its peak in young children. When visual input is reduced, senses like touch, hearing, and body awareness become even more important. This highlights a fascinating question: During critical windows for sensory development, do these children’s brains form more robust connections related to their heightened non-visual senses?
Play as Brain Trainer
Structured play, with its predictable patterns and sensory focus, acts as a neurological workout. Children manipulating textured objects, building structures, or following movement sequences aren’t just exploring; they’re strengthening vital pathways for problem-solving, spatial awareness, and navigating a world that may feel complex. Could targeted, sensory-rich play during specific developmental windows maximize a child’s neurological gains?
Art as a Language of the Unseen
Art transcends sight. For children with visual impairments, it becomes a way to express their unique understanding of textures, sounds, and internal landscapes. Imagine a child sculpting a creature felt only by touch, or ‘painting’ with a soundscape. I wonder: Does this form of artistic expression during critical windows unlock a child’s potential for non-visual communication and abstract thinking?
The Power of Early Intervention
Understanding developmental neurological windows underscores the importance of early intervention for children with visual impairments. Therapists, educators, and parents play a vital role in maximizing a child’s potential during these crucial periods. However, it also invites a broader question: Could we tailor play and learning experiences for all children based on a deeper understanding of how and when their brains are most receptive to certain types of input?
Beyond Limitations
Children with visual impairments challenge us to rethink traditional notions of learning and creativity. Their remarkable adaptability reveals just how much we still have to discover about the extraordinary potential of the developing brain.
References
- Bavelier, D., & Neville, H. J. (2002). Cross-modal plasticity: where and how? Nature Reviews Neuroscience, 3(6), 443–452. https://doi.org/10.1038/nrn848
- Erin, J. N., & Koenig, K. P. (2012). Tactile integration, working memory, and academic skills in children with visual impairments. Journal of Visual Impairment & Blindness, 106(6), 345–356. https://doi.org/10.1177/21582440211031549
- Hatton, D. D., Bailey, D. B., Burchinal, M. R., & Ferrell, K. A. (2022). Developmental outcomes of young children with visual impairments. Early Childhood Research Quarterly, 28, 67-77. https://doi.org/10.1016/j.ecresq.2021.06.003
- Lowenfeld, V., & Brittain, W. L. (1975). Creative and mental growth. New York, NY: Macmillan Publishing.