When we talk about a child being "ready to learn," we're really talking about executive functions—the mental skills that help them plan, remember instructions, control impulses, and switch between tasks. For most children, we assess these abilities through activities we can see. But what happens when a child cannot see? A new review in Frontiers in Developmental Psychology reveals an important gap: children with visual impairment are particularly vulnerable in these critical thinking areas, yet we've been testing them using the wrong tools.
Why This Matters for Your Child
Executive functions are like the "control centre" of the brain. They help your nursery-age child follow a two-step instruction ("Put your shoes on, then come to lunch"), wait for their turn, switch from playing with blocks to listening to a story, and remember where they put their toy. Research shows that children with visual impairment often struggle more with these abilities than their sighted peers—not because they can't learn, but because their brains have developed differently without visual input.
The problem? Most assessment tools used in clinics and schools rely heavily on what children can see. A child who cannot see may score poorly not because they lack these skills, but because the test itself isn't designed for them. This leads to missed opportunities for help.
The New Approach: Using All the Senses
The research recommends a "multisensory" approach—meaning assessments should use touch and sound instead of vision. Imagine testing your child's memory by having them feel different textures in a bag, or their planning skills by following a series of sounds. This way, we're measuring what they can actually do, not penalizing them for not being able to see.
This matters especially for Singapore and Asian families because:
- Early intervention is key: In Singapore, many children attend nursery from age 18 months onwards. Accurate assessment at this age means interventions can start immediately, building confidence and independence.
- Cultural expectations: Asian parenting often emphasizes academic readiness. Understanding your child's true cognitive strengths—rather than test-based weaknesses—helps set realistic, supportive goals.
- Access to services: Many local clinics and schools may not yet use multisensory assessment methods. This research validates why you should ask about tailored approaches for your child.
What This Means in Practice
Your child's executive functions can be strengthened through everyday activities: playing sound-based games, exploring textures during sensory play, and practicing routines. The key is that these activities should be assessed fairly, using methods suited to how your child experiences the world.
If your child has been assessed and you felt the results didn't capture what they can actually do, you're not wrong. Research now supports the idea that "one-size-fits-all" testing misses the mark for visually impaired children. A better assessment leads to a better understanding of your child's real abilities—and better support.
Three Ways to Support Your Child Now
- Ask about assessment methods: When your child is evaluated (whether for suspected visual impairment or general development), specifically ask if the assessor uses multisensory approaches or can adapt tests for your child's abilities. Don't accept results based only on visual tasks.
- Build executive function through play: Incorporate sound exploration, texture games, and simple memory challenges using touch and hearing into daily routines. These strengthen the same skills being formally assessed, in a natural way.
- Collaborate with specialists: Work with your child's eye doctor, early intervention provider, and nursery teachers to ensure they understand your child's unique learning profile and can adapt teaching strategies accordingly.