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Back in the fall, I was thinking about some of the fine motor goals I have for my daughter’s play time. She is 2 years old and very much loves “cause and effect” toys – things where she can push a button and make it light up, sing, dance, etc. These are really fun, rewarding toys (“I make an effort and this cool thing happens!”), but I also want her to be able to move beyond simple cause and effect toys as she grows (something we take for granted with typically-sighted children, but must intentionally teach and/or provide access to for a child with CVI).
When I reflected on this, my mind came up with two major categories of play that I wanted to move towards: “pretend play” and “building.”
Today on the blog I want to focus on “building.”
Do I expect my two-year-old that has physical developmental delays and Cortical Visual Impairment (CVI) to suddenly become a mini engineer building the kind of elaborate Lego Duplo inventions her (typically-developing and sighted) big brothers began creating at age two? NO. But I often look to her typically-developing siblings and/or peers to generate ideas of where I’d like her to be able to go and/or what I’d like her to have access to in play (and life).