Comparative studies of blind preschool children and those without vision problems, proves that the development of children with blindness follows the same regularities of development as for children with normal vision. Nevertheless, due to the lack of vision they manifest some peculiarities in perception, spatial orientation, formation of spatial representations and those of object, a special way in the evolution of movements. These observations are present at such scholars as Krucinin V.A. (1991), A. Ghergut (2001), C.Bodorin (2011). Actually, blindness produces an imbalance at the behavioral level, influencing negatively the relations of the preschool with the environment. Many researchers, however, are skeptical to support the hypothesis that those with visual lack show significant delays regarding the school maturation, compared to children without blindness.