HANDWRITING ! LET'S GET READY!

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HANDWRITING ! LET'S GET READY!. COMPONENTS OF HANDWRITING. COGNITIVE AUDITORY AND LANGUAGE SENSORY MOTOR VISUAL TACTILE/KINESTHETIC VESTIBULAR GROSS MOTOR FINE MOTOR MISCELLANEOUS. Prior to Two. Critical time period for laying motor, perceptual, and sensory motor foundations!. - PowerPoint PPT Presentation

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GAMES AND ACTIVITIES TO PROMOTE HANDWRITING SKILLS

HANDWRITING! LET'S GET READY!

WelcomeBrain storm about what skills they are using.1COMPONENTS OF HANDWRITING

COGNITIVE

AUDITORY AND LANGUAGE

SENSORY MOTOR VISUALTACTILE/KINESTHETICVESTIBULARGROSS MOTORFINE MOTOR

MISCELLANEOUSImportance on developmental level of child not chronological ageImportance of auditory and language: over rides motor lots of timeLook at what is obvious on the outside of the child and then look at what senses support what we see.Remember that handwriting must be taught . It cant be learned by osmosisCognitive associative shift2Prior to TwoCritical time period for laying motor, perceptual, and sensory motor foundations!

Two and Two and a half years: Makes a circle after a parent makes one first but child may still scribble the circleScribbled lines cross over each other

Three years:Copies a vertical line from a pictureWell defined horizontal lineMakes a crude cross after watching someone else draw one (imitation)Copies a drawing of a circleUses either hand for writing (Beery: Stepping Stones Age Norms 2004)

Four years:Colors in one directionPlaces blocks diagonally when buildingCopies a cross and square (corners rounded at 4.6 years)Draws crude man with three body partsPrints letters randomly on pageLetters may be in parts (Beery: Stepping Stones Age Norms 2004)

Five years:Copies triangle from a pictureDraws a recognizable man with torsoColoring within the lines easier Crudely prints name from memory, letters may be large or reversedAttempts to draw recognizable animals, trees, building, houses Prints several capital letters from memory

Five and a half years:Writes from right to left at timesClearly prints first name from memoryEstablished hand for writing(Beery: Stepping Stones Age Norms 2004)

Remember!Children learn differently and at their own pace.

Work at a childs developmental level not age level.

Create a solid foundation. Watch out for splinter skills!

Use a childs strengths to pull up their weaknesses.

Handwriting must be taught.

Consistency and developmentally appropriate!

Hints for PrintP Prepare to write Posture (child + furniture) Pencil grip Paper

R Remember the alphabet Know letter names Visualize

I Insure correct letter formations

N No negatives

T Think BIG! Movements Fun

Gross Motor Principals

Stability before Mobility

Body: Tone*, Strength, and Balance

Sensory supports Motor

Prone

Shake hands with your neighbor9Writing Posture 2 year old: scrunches shoulders, no neck, stabilizes object in hand against body. Overflow in other hand

3 year old: shoulder on helper side is relaxing. Shoulder with writing hand still up but beginning to relax. Elbow raised up on writing side. Helper hand holds paper

4 year old: shoulders are down

5 year old: Body is relaxed and elbow is down

What to Do?Build good posture through:

Strengthening body: floor play, playground play

Balance: Music and movement, floor play and playground play

Prone:Playing on stomach propped on forearms

GROSS MOTOR SKILLS-SENSORY MOTOR*Bodys ability to use both sides (right and left) together efficiently

It influences:

Hand dominance

Ability to cross the bodys midline

Ability to draw diagonals

Ability to drawing horizontal lines smoothly

Directionality (right, left, etc.)

Skills: hopping on one foot, body rotation

Have stand and cross right over left to shake hands with person next to them all down row (like Passing a beanbag)Balance: Static versus Dynamic: Have audience get up and stand on one foot and then hop on one footCrossing Midline: have them turn in their chairs rotating upper body over lower body or do stand up and touch opposite toe

Bilateral Integration : crossing midline: diagonal production: learn first body, then in block play and then on paper. Cursive and print letters have many diagonals in them. 12What to Do?Younger: riding on hip both sides, getting on and off riding toys

Floor Play: getting into and out of sitting, playing on stomach and forearms

Body movements to music

Chalkboard play: drawing and scribbling

GROSS MOTOR SKILLS-SENSORY MOTOR*Dyspraxia/Motor Planning

Ability to think of the steps of a motor movement

Ability to sequence the steps of a motor movement

Ability to execute the sequence of steps of a motor movement

Often last to get into motor activity in PE. Can have trouble with sequencing a project in Art class. Trouble with organization.Consistency of line height so fingers dont have to learn new movements.14What to Do?Obstacle courses + everything motor

Verbal instructions + demonstrations

Practice first and REPEAT a lot

Lots of controlled sensory

COMMON HANDWRITING PROBLEMS ASSOCIATED WITH GROSS MOTOR WEAKNESSESPoor posture: Child may: Keep face close to paper Lay on the table/desk Support body weight by resting head in his hands

Poor balance: Child may: Sit on his feet Lie on his table/desk Insist on standing up rather than sitting Fall out of his chair frequently

Poor use of the two sides of the body together: Child may: Have difficulty drawing diagonals (age appropriate) Late establishment of hand dominance (age appropriate) Difficulty using opposite hand Difficulty with loop letters in cursive

16COMMON HANDWRITING PROBLEMS ASSOCIATED WITH GROSS MOTOR WEAKNESSESPoor motor planning abilities: Child may: Not position paper correctly Have trouble learning letter/shapes Be slow at motor processing of letter formations

Poor muscle tone or strength: Child may have: Poor posture Poor balance Poor development of motor skills

ALWAYS CHECK SIZE OF THE DESK

AND CHAIR BEFORE ASSUMMING IT IS A BALANCE PROBLEM!

Child who consistently:Bumps into furniture or people (body awareness)Trips over objects or falls frequently from his chair (balance)Needs to hold onto furniture or people to rise from the floor (strength and tone)Insists on standing for all activities Wraps his legs around the chair legs (balance)Always sits on his legs in the chair (balance)

RED FLAGS

Child who consistently:Cannot sit criss cross applesauce Hips need to be checked Refuses to play or lie on stomach even after special positioning.Behind in his developmentFrustrated in motor classIs last to get in line or to participate in motor classTires easily: endurance is reduced for age

RED FLAGS