adults.
Toddlers often ask questions like, "Where did I
come from?" Vision is the primary way a child
learns about and gauges the social acceptability
of gender roles, toileting practices, the concept of
privacy, body shapes and sizes, attractiveness
factors, fashion, relationship behaviors, and dis-
plays of affection (Hock, 2010). A child who is
blind cannot learn through visual observation of
adults and family members so auditory descrip-
tions or explanations of situations are useful
stand-ins.
Ages of 5 to 8 years
All young children form strong same-sex
friendships and have a strong interest in tradi-
tional male and female roles, regardless of the
parental approach to childrearing. Parents of chil-
dren who are blind should arrange play dates to
encourage socialization. Additionally, children be-
come very curious about pregnancy and birth
when they see or hear about it (Hock, 2010).
Parents or teachers can provide anatomically cor-
rect dolls to blind children as a way to understand
gender differences and similarities. Adults worry
about what amount of detail to provide to young
children who are blind who ask questions about
sexual topics. Responding with, "What do you
think?" gives the adult the opportunity to deter-
mine what the child already knows, what is actu-
ally being asked, and what the child is ready to
learn.
Ages 9 to 12 years
Preteens reaching puberty are very aware of
the changes their bodies are experiencing, and
are wondering if they are "normal" (Hock, 2010).
Preteen girls who are blind may have early onset
of puberty due to lack of melatonin production
and lack of physical activity. Melatonin regulates
circadian rhythms and is kept in balance through
48
