70% of children with reading and tracking problems have been found to have problems in the visual system – but not necessarily detected in a basic eyesight test, and not necessarily needing to wear glasses.
Their visual systems need to be helped to develop, but may in fact be under stress from an emphasis on near point work like reading, writing, TV and computer games. Vision is interconnected with other sensory and motor pathways such as our vestibular (balance) system, muscle tone, co-ordination and hemispheric integration of the cerebral cortex also play a part in vision.
Visual images received through the eyes account for 80 – 90% of the information that the brain receives. The eyes relay the images to be processed in the brain – but vision must not be confused with eyesight! Eyesight (visual acuity) is only a small percentage for the outcome of vision (visual perception).
To use vision for the work and play in front of them, children need to have certain functioning visual skills:
Binocular fusion: The ability to blend the images from each eye to form a single image (or word!).
Accommodation: The ability to adjust to a change in distance, near to far (divergence) and far to near (convergence), which is so necessary for attending in class – whiteboard – book – teacher – notes.
Fixation: The ability to focus on the object for a length of time Visual Tracking (or pursuit): The ability to focus on moving objects or follow a line of text.
The development of these functional skills is partly determined by the environment provided to children at an early age. Where gaps or delays in development occur, then young and older children can find difficulties arising in visual tasks such as reading, writing and sports.
Providing a rich multi sensory environment infants where they are actively encouraged to crawl and play grasping games is very beneficial. For toddlers and young children they will benefit from lots of co-ordination, balance and catching and throwing games as well as time outdoors and use of colours in painting and drawing. For older children, the same applies but should also include eyebreaks from long screen sessions and eye exercises such as those included in the ActEi programme.