Văzul – catalizator dominant al socializării copilului

Abstract

The human senses are our way of coming into contact with the environment. The human brain combines the sparks of the neurons responsible for sight, hearing, smell, taste and touch into a comprehensible whole. But we only think about our senses when one of the organs stops working. The most important sensory organ is our eyes. We perceive up to 90% of all impressions through our sight. Our eyes are what protect us from danger. Visual impairments produce an imbalance at the behavioral level, which negatively influences the child’s relationships with the environment. Socialization is not a limited and temporary process, because every child participates in social life and must constantly adapt to the changes that occur in society, always being subject to social demands and challenges. The complexity and importance of the visual analyzer is explained by the fact that in social relations, sight dominates the entire sensory activity of the other analyzers and integrates it into a predominantly visual system. Educational institutions, as agents of socialization, have a very important role in forming the social relations of visually impaired children with their peers and their inclusion in the educational process. Therefore, the educational institution has a fundamental importance in facilitating the socialization of children with visual impairments through the formation of behaviors and attitudes, skills and qualities favorable to this process.