The aim of this master's thesis is to describe the developmental areas addressed in the work with visually impaired children within the early intervention program, in order to establish a foundation and acquire pre-skills for later successful and easier mastery of orientation and mobility skills. Early intervention represents a set of services and support provided to children with identified developmental delays or suspected delays and their families. Orientation and mobility are essential for the independence of visually impaired individuals and involve independent and purposeful movement within the desired environment. Early intervention services should commence immediately upon the diagnosis of visual impairment in a child. The focus is on developing perception and utilizing the remaining sensory systems as compensation for the lack of vision to gather information about the surroundings. Additionally, concepts that are prerequisites for successful orientation and mobility are taught. Emphasis is placed on acquiring appropriate motor skills, as congenitally blind children demonstrate the greatest deviations in this developmental area. The orientation and mobility skills addressed within the early intervention program include basic orientation skills, adaptive devices, and customized techniques for using a white cane. The key principles of early intervention include a multidisciplinary approach, with a prominent role for orientation and mobility instructors, as well as the importance of family involvement throughout the entire process of working with visually impaired children. Literature review concludes that starting early with pre-skills development in orientation and mobility for visually impaired children enables them to acquire independent orientation and mobility skills, as well as white cane techniques, more easily, quickly, and accurately compared to visually impaired children who did not receive early intervention in these skills from an early age.