The relevance of the issue selected for the study is related to the principle of visualization as one of the most significant postulates underlying the organization of the educational process. The visualization of learning material determining this principle made the way from the illustration to the designing as the object and tool of cognitive activity activation. The paper underlines that the ability to perceive information and apply it promotes the increase of cognitive interest, educational drive of learners, and influences positively the way of mental development. The author considers the approaches to work with preschool children that, contrary to the principle of intensification, sensitize to the principle of amplification expanding the opportunities for mental development of preschool children by means of maximal development of children’s activity. By comparing the opinions of various authors, the author of this paper suggests the author’s approach to the study of the influence of cognitive visualization techniques on the expansion of opportunities for over-fives with visual disorder using the tools of the development of the orientational basis of activity during construction. It is established that, in the result of the thorough perception of various subject’s characteristics, methods of fact-finding activities, and the order of their performance by a child, he plans and keeps the goals in memory more successfully, makes efforts to achieve these goals. The paper notes that new information is understood and stored better in the case when knowledge and skills are recorded in the system of visual-spatial memory. According to the results of the study, the author established that visual and strictly arranged material presentation allows acquiring new knowledge and ways of activity faster and more qualitatively, and the enhancing of the educational process efficiency can be achieved by the intensification of methods, forms, educational means, particularly, due to the application of methods of cognitive visualization of the information suggested for acquisition. The obtained data allow evaluating the influence of both the illustrative and cognitive functions of pictorial models within the educational process and making the conclusion that the consideration of psychological regularities of cognitive visualization promotes the enhancing of the efficiency of mastering activities by the children.