![]() Or moving one foot ahead of the other, while simultaneously swinging contralateral arms (right foot and left arm, then the left foot and right arm. For example, the right-hand may stabilize a piece of paper while the left-hand draws. According to Gardner (1996), the definition of visual perception in a broad sense is the ability of the brain to understand and interpret (make sense of). With proper development, the left and right side should begin to enhance each other’s function. If they want something on their right to use on the left side, they will pick up the crayon in the right hand, then pass it to their other hand rather than cross over the midline of their body. < 90 indicates visual perception problems, fine-motor impairment, or eye-hand coordination difficulties. ![]() Crayons on the left will stay on the left and are manipulated by the left hand and vice versa. 90 indicates visual perceptual competence and demonstrates an understanding of physical properties of figures and objects, discrimination abilities, recognition skills, and accurate hand movements. There are two types of tracking: maintaining your focus on a moving object and switching your focus between two objects. You can determine a bilateral integration issue when you watch a young child draw or color. Visual tracking is the ability to control the eye movements using the oculomotor system (vision and eye muscles working together). ![]() If they don’t, this may signify a problem with visual spatial skills. Very young children will use only one side at a time until they learn this skill – typically by third grade. Bilateral integration is the ability to effectively use both sides of the body separately (typing) and/or simultaneously (riding a bicycle). ![]()
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