Compiled by Loubina Buxamusa, Occupational Therapist
and Ann Mahoney, Early Childhood Specialist
Activities with Fine Motor Manipulatives
Pre-kindergartners benefit from experiences that support the
development of fine motor skills in the hands and fingers. Children
should have strength and dexterity in their hands and fingers before
being asked to manipulate a pencil on paper. Working on dexterity and
strength first can eliminate the development of an inappropriate pencil
grasp, which is becoming more commonplace as young children are
engaged in writing experiences before their hands are ready. The
following activities involve the use of manipulatives which will support
young children's fine motor development, and will help to build the
strength and dexterity necessary to hold a pencil appropriately.
Fine Motor Activities
Molding and rolling play dough into balls - using the palms of the hands
facing each other and with fingers curled slightly towards the palm.
Rolling play dough into tiny balls (peas) using only the finger tips.
Using pegs or toothpicks to make designs in play dough.
Cutting play dough with a plastic knife or with a pizza wheel by holding
the implement in a diagonal volar grasp. (see attached diagram)
Tearing newspaper into strips and then crumpling them into balls. Use
to stuff scarecrow or other art creation.
Scrunching up 1 sheet of newspaper in one hand. This is a super
strength builder.
Using a plant sprayer to spray plants, (indoors, outdoors) to spray snow
(mix food coloring with water so that the snow can be painted), or melt
"monsters". (Draw monster pictures with markers and the colors will run
when sprayed.)
Picking up objects using large tweezers such as those found in the
"Bedbugs" game. This can be adapted by picking up Cheerios, small
cubes, small marshmallows, pennies, etc., in counting games.
Shaking dice by cupping the hands together, forming an empty air
space between the palms.
Using small-sized screwdrivers like those found in an erector set.
Lacing and sewing activities such as stringing beads, Cheerios,
macaroni, etc.
Using eye droppers to "pick up" colored water for color mixing or to
make artistic designs on paper.
Rolling small balls out of tissue paper, then gluing the balls onto
construction paper to form pictures or designs.
Turning over cards, coins, checkers, or buttons, without bringing them to
the edge of the table.
Making pictures using stickers or self-sticking paper reinforcements.
Playing games with the "puppet fingers" -the thumb, index, and middle
fingers. At circle time have each child's puppet fingers tell about what
happened over the weekend, or use them in songs and finger plays.
top
Scissor Activities
When scissors are held correctly, and when they fit a child's hand well,
cutting activities will exercise the very same muscles which are needed
to manipulate a pencil in a mature tripod grasp. The correct scissor
position is with the thumb and middle finger in the handles of the
scissors, the index finger on the outside of the handle to stabilize, with
fingers four and five curled into the palm.
Cutting junk mail, particularly the kind of paper used in magazine
subscription cards.
Making fringe on the edge of a piece of construction paper.
Cutting play dough with scissors.
Cutting straws or shredded paper.
Sensory Activities
The following activities ought to be done frequently to increase postural
muscle strength and endurance. These activities also strengthen the
child's awareness of his/her hands.
Wheelbarrow walking, crab walking
Clapping games (loud/quiet, on knees together, etc.)
Catching (clapping) bubbles between hands
Pulling off pieces of thera-putty with individual fingers and thumb
Drawing in a tactile medium such as wet sand, salt, rice, or "goop".
Make "goop" by adding water to cornstarch until you have a mixture
similar in consistency to toothpaste. The "drag" of this mixture provides
feedback to the muscle and joint receptors, thus facilitating visual motor
control.
Picking out small objects like pegs, beads, coins, etc., from a tray of
salt, sand, rice, or putty. Try it with eyes closed too. This helps develop
sensory awareness in the hands.
Midline Crossing
Establishment of hand dominance is still developing at this point. The
following activities will facilitate midline crossing:
Encourage reaching across the body for materials with each hand. It
may be necessary to engage the other hand in an activity to prevent
switching hands at midline.
Refrain specifically from discouraging a child from using the left hand
for any activity. Allow for the natural development of hand dominance by
presenting activities at midline, and allowing the child to choose freely.
Start making the child aware of the left and right sides of his body
through spontaneous comments like, "kick the ball with your right leg."
Play imitation posture games like "Simon Says" with across the body
movements.
When painting at easel, encourage the child to paint a continuous line
across the entire paper- also from diagonal to diagonal.
Activities To Develop Handwriting Skills
There are significant prerequisites for printing skills that begin in infancy
and continue to emerge through the preschool years. The following
activities support and promote fine motor and visual motor
development:
Body Stability
The joints of the body need to be stable before the hands can be free to
focus on specific skilled fine motor tasks.
Wheelbarrow walking, crab walking, and wall push-ups.
Toys: Orbiter, silly putty, and monkey bars on the playground.
Fine Motor Skills
When a certain amount of body stability has developed, the hands and
fingers begin to work on movements of dexterity and isolation as well as
different kinds of grasps. Children will develop fine motor skills best
when they work on a VERTICAL or near vertical surface as much as
possible. In particular, the wrist must be in extension. (Bent back in the
direction of the hand)
Attach a large piece of drawing paper to the wall. Have the child use a
large marker and try the following exercises to develop visual motor
skills:Make an outline of a one at a time. Have the child trace over your
line from left to right, or from top to bottom. Trace each figure at least 10
times . Then have the child draw the figure next to your model several
times.
Play connect the dots. Again make sure the child's strokes connect dots
fromleft to right, and from top to bottom.
Trace around stencils - the non-dominant hand should hold the stencil
flat and stable against the paper, while the dominant hand pushes the
pencil firmly against the edge of the stencil. The stencil must be held
firmly.
Attach a large piece of felt to the wall, or use a felt board. The child can
use felt shapes to make pictures. Magnetic boards can be used the
same way.
Have the child work on a chalkboard, using chalk instead of a marker.
Do the same kinds of tracing and modeling activities as suggested
above.
Paint at an easel. Some of the modeling activities as suggested above
can be done at the easel.
Magna Doodle- turn it upside down so that the erasing lever is on the
top. Experiment making vertical, horizontal, and parallel lines.
Ocular Motor Control
This refers to the ability of the eyes to work together to follow and hold
an object in the line of vision as needed.
Use a flashlight against the ceiling. Have the child lie on his/her back or
tummy and visually follow the moving light from left to right, top to
bottom, and diagonally.
Find hidden pictures in books. (There are special books for this.)
Maze activities. (You can buy these in bookstores, and Spags.)
Eye-hand Coordination
This involves accuracy in placement, direction, and spatial awareness.
Throw bean bags/koosh balls into a hula hoop placed flat on the floor.
Gradually increase the distance.
Play throw and catch with a ball . Start with a large ball and work toward
a smaller ball. (Koosh balls are easier to catch than a tennis ball.)
Practice hitting bowling pins with a ball. (You can purchase these
games or make your own with soda bottles and a small ball.)
Play "Hit the Balloon" with a medium-sized balloon.
Compiled by Loubina Buxamusa, Occupational Therapist
and Ann Mahoney, Early Childhood Specialist
