Visualization as a Means of Increasing the Cognitive Activity of Preschool Children With Hearing Impairment

The article reveals the role of visualization in the process ofknowledge acquisition by preschoolers with hearing impairments,presents the main stages of the formation of cognitive activity ofpreschoolers with hearing impairments through visual means, andreveals their purpose. Three educational areas and their tasks arealso presented, the use of visual aids in the classes of the relevanteducational areas is disclosed. The author of the article also givesan assessment of the effectiveness of the method of forming thecognitive activity of preschool children with hearing impairmentusing visual teaching aids.The period of preschool childhood is a period of further intensivesensory development - improving one's orientation in the externalqualities and relationships of objects and phenomena, in spaceand time, mastering new actions of perception that allow a morecomplete perception of the surrounding world. All this must betaken into account in the process of teaching deaf and hard-ofhearingchildren, visual material should be widely used and beable to select it according to the peculiarities of the visualperception of children of this category. In the education ofpreschoolers with hearing impairments, special types ofvisualization and methods of presenting material are used, whichpractically objectify all the information transmitted. The use ofvisualization in classes is of great importance for increasingcognitive activity and the quality of assimilation of educationalinformation by preschool children with hearing impairments.