This article presents a model for understanding the development of visual perception from a dynamic systems theory perspective. It contrasts to a hierarchical or reductionist model that is often found in the occupational therapy literature. In this proposed model vision and ocular motor abilities are not foundational to perception, they are seen as only a part of the complex interaction of components that give rise to the experience of vision. Other components include tactile perception, movement, language and motivation with attention and knowledge overarching all intelligent perceptual activity. However, this is not simply a summation of components, the "dynamic" aspect is that each component affects and is affected by the others in a moment-by-moment as well as developmental time scale. This model does not begin with the visual image, instead the main driver of this system is the goal of the task. Current research and theoretical work from a variety of disciplines is presented to support the view of perception as a dynamic, chaotic, and nonlinear process that is shaped uniquely by each individual child's sensory abilities and experiences. A brief discussion is presented on how this model fits within an occupational therapy framework and how it can impact the profession's way of understanding, assessing and treating children who have difficulty in visual tasks.