Psychomotor Development in Pre-School with Visual Deficiency
Penchiná CM*, Araujo APQC and Ribeiro MG
Division of Pediatrics, The Federal University of Rio de Janeiro, Brazil
- *Corresponding Author:
- Penchiná CM
Division of Pediatrics
The Federal University of Rio de Janeiro
RJ - CEP 21941-901, Brazil
E-mail: [email protected]
Received Date: July 18, 2013; Accepted Date: November 27, 2013; Published Date: November 29, 2013
Citation: Penchiná CM, Araujo APQC, Ribeiro MG (2013) Psychomotor Development in Pre-School with Visual Deficiency. Pediat Therapeut 3:184. doi:10.4172/2161-0665.1000184
Copyright: © 2013 Penchiná CM, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Vision is a key for development, since it is animportant source of external reality, helping on spatial orientation. Congenital vision deficiency has been associated with developmental delay. The aim of this cross-sectional study is to describe the psychomotor and functional status of a sample of pre-school children with visual disorder. Children from a visual deficient school were invited to participate, and DENVER II and PEDI were the instruments used. Of the 14 children evaluated, only one had a complete normal DENVER II test on three of its four domains (fine motor-adaptive, language and gross motor abilities), and half had inadequate functional self-care according to PEDI. Visual deficiency interferes with child’s psychomotor development, but functional status might not be proportionally affected.