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PRE-PREPARATORY HANDWRITING POLICY
Reviewed October 2015
Contents Page
INTRODUCTION 2
UNDERSTANDING GOALS 2
WHAT SKILLS ARE CHILDREN DEVELOPING? 2
THROUGHLINES 3
Pre-Prep 1 Throughline: 3
Activities to reach this throughline: 3
Pre-Prep 2 Throughline 5
Activities to reach this throughline: 5
Pre-Prep 3 Throughline 8
Activities to reach this throughline: 8
ASSESSMENT 12
Graphic assessment of perceptive organization (see Appendix V) 12
Hand Dominance 12
Formative assessment (rubrics) 13
ACKNOWLEDGEMENTS 14
REFERENCES 14
APPENDIX I: EXAMPLES OF ACTIVITIES TO DEVELOP FINE MOTOR SKILLS
16
APPENDIX II: PENCIL GRASPS 18
APPENDIX III: NELSON HANDWRITING 25
APPENDIX IV: LEFT-HANDED PUPILS 26
APPENDIX V: PRE-WRITING SKILLS ASSESSMENT 27
APPENDIX VI: LEAFLET FOR PARENTS 29
2
INTRODUCTION
Handwriting is a skill which, together with reading and spelling, affects written
communication across the curriculum. Children will usually master handwriting by the time
they are 7 or 8, given the correct intervention and effective teaching.
This policy aims to ensure the consistent teaching of all the skills needed for handwriting.
The first handwriting lessons are important to make sure the children learn to form letters
with the correct sequence of strokes from the beginning. Children who are allowed to invent
their own ways of forming letters will find it harder to change these habits and this makes it
harder for them to learn a fluent, joined hand. The correct formation of all letters should
become automatic but will require a lot of practice.
UNDERSTANDING GOALS
Teachers will understand that many factors affect handwriting, such as visual motor
integration, spatial perception, attitude, emotion, attention and memory, and the
environment, and that younger children need to be provided with a range of pre-writing
activities. They should not be taught handwriting before they are ready.
Teachers will understand the importance of effective and consistent teaching for the
development and mastery of legible and fluent handwriting.
Teachers will understand that handwriting is a movement skill that needs to be developed
correctly through demonstration, explanation and continuous practice.
WHAT SKILLS ARE CHILDREN DEVELOPING?
Body awareness
For children to achieve good posture for writing they should be encouraged to sit up and
not slouch. Several activities should be used to prepare them for a writing task: jumping
games, pushing on each other’s hands or against the wall, and back rubs or massages (or
even just touching them gently on the back to help them straighten their backs).
Motor planning
This is the ability to plan, organise, sequence and execute unfamiliar motor activities in a
skilful manner.
In PP1, sequencing activities and following instructions are important for helping develop
motor planning. Children benefit from practice and repetition and sensory cues (e.g. colour
coordinated). Once handwriting is introduced, helping children understand correct letter
formation, by giving them the terminology needed, will develop this skill. Terminology such
as clockwise, anti-clockwise, vertical and horizontal, ascenders and descenders, tall and
short, is important.
Bilateral motor integration
3
This is the ability of the two sides of the body to cooperate with and complement each other
in order to successfully complete a variety of motor tasks. Developing hand-dominance is
part of this, and activities which could help are cutting, beading, and filling containers with
small objects. It is important to remind the child of their preferred hand (right or left).
THROUGHLINES
Throughlines for the development of fine motor skills and handwriting skills in Pre-Prep
and the activities that should be encouraged to reach these goals.
Pre-Prep 1 Throughline
Most children will develop an understanding of how pencils and scissors should be held
and used through related activities that support the development of hand and finger
muscles. Children with difficulty in this area should be supported, in order to become more
efficient, and those with proficient skills should begin to understand the importance of
holding a pencil correctly and using correct letter and number formation.
Activities to reach this throughline:
Activities should be offered as choices during stations and should be used during Flag Time
to help children make progress in these skills.
Fine motor skills activities
Many different fine motor skills activities should be available on a daily basis for children to
develop the foundational skills needed. Please see Appendix 1 for a list of possible activities.
Posture
Posture will affect how comfortably and efficiently the child may be able to work, as well as
how long the child may be able to keep his/her attention on the task.
Provide frequent opportunities to get up and move around or stretch.
When working at the table, quickly stroke the centre of the child’s back downwards
from top to bottom.
Pencil Grasp
In PP1, focus should be given to developing the palmar arches in the hand by activities
using playdough, tweezers, non-traditional crayons and vertical surfaces. Focus should also
be given to the development of the wrist extension by using vertical surfaces in order to
support skilled finger movements. When a child is ready, the development of an open
finger-thumb web space should be encouraged.
Only triangular pencils should be used. Short crayons, pencils or pieces of chalk encourage
correct pencil grasp. If necessary, a child who consistently holds the pencil incorrectly may
be given a pencil grip.
4
When working at the table, the hand that is not used for drawing or writing, should always
be holding the paper steady (bimanual activity).
It is important to note that when working at the table, the forearm should rest on the writing
surface in a neutral position, with the hand resting on the little finger. This position allows
the wrist to move freely. The wrist should be in a slightly extended posture (bent back),
because this brings the thumb in a position where it can comfortably oppose the fingers.
There should be a rounded, open web space between the thumb and fingers. This position
permits freedom of movement through all finger joints and also allows the finger pads to
contact the pencil shaft.
The pencil is grasped between the tips of the thumb and the
index fingers and is supported against the side of the middle
finger. The last two fingers are curved and rested against the
table surface. The wrist is extended slightly, and the pencil is
held about 1” from the tip. The grip for the lefties should be
higher up the pencil than the right hander – approximately
3.5cms or 1-1/2 inches from the tip. Show them how to point
their pencil towards their left shoulder. See appendix II for
progression of pencil grasp and for other acceptable grips.
Cutting skills
Scissors should be introduced when the child is developmentally ready (3 - 4 years):
• the child demonstrates an interest in cutting rather than ripping paper;
• the child can hold scissors safely;
• the child uses bimanual skills – can use one hand to grasp the paper while the other hand
cuts;
• the child can use a spoon and fork;
Correct Letter formation
In PP1, focus should mainly be on drawing and forming different lines and shapes with a
writing tool. The vocabulary of movement should be emphasized. Children should be
especially encouraged to draw anti-clockwise circles and lines starting from the top and
going downwards.
If a child shows interest in writing their own name, he/she should be encouraged to trace
over his/her name card using the correct letter formation (see appendix III for the Nelson
Handwriting). The child should be monitored closely in order to learn the correct
movements.
Children’s names are a useful source of learning. However, some children who come to
school already able to write their names may associate the wrong movement with certain
letters (e.g. forming o and a with a clockwise movement). Children frequently write their
5
names using upper-case letters. Close home-school links are important to help children learn
how to write their names using the correct letter formation.
Children should only be allowed to write their names on a piece of work once they are able
to form each of the letters of their names correctly or copy them accurately from their name
cards.
Teachers must avoid using upper case letters on displays, worksheets, etc. Capital letters
should never be used on labels unless the word is a proper noun.
Pre-Prep 2 Throughline
Most children will develop an understanding of the correct tripod pencil grasp and be able
to use a writing tool and scissors correctly, demonstrating hand dominance. They will also
understand the importance of independently completing many self-care tasks. Children will
be given tools to begin to understand how to form all letters of the alphabet correctly and be
given opportunities to practise using many different media, although most will not yet be
able to demonstrate this consistently.
Activities to reach this throughline:
Activities should be offered as choices during stations and should be used during Flag Time
to help children make progress in these skills.
Fine motor skills activities
To be able to develop good handwriting successfully, children need to work on their fine
motor coordination. To become successful, the child needs to learn to maintain his or her
arm and wrist in a stable position while isolating finger movements according to the
demands of the particular tasks.
The pupil will benefit from:
exercises and activities that develop shoulder, elbow and wrist stability
activities that promote speed and ease of movement when using fingers to
manipulate small objects
For children who have still not developed their finger muscles and/or have poor pencil
grasp, fine motor skill activities should continue to be provided. Please see Appendix 1 for a
list of possible activities. If you have serious concerns, the Head of School should be
contacted about the possibility of providing Learning Support.
Posture
Posture will affect how comfortably and efficiently a child may be able to work, as well as
for how long a child may be able to keep attention on the task.
Helpful actions:
Provide frequent opportunities to get up and move around or stretch.
When working at the table, quickly stroke from top to bottom down the centre of the
child’s back. Apply slight pressure with your hands on the top of the child’s head
6
when the body is well aligned (neck and back straight above pelvis). Gently press
straight down so that pressure goes through neck, spine and pelvis.
If shoulders are rounded forward, tap them back gently from the front while putting
downward pressure. Tap or rub the lower back gently over the spine - use your
fingers to vibrate lightly over the back of child’s neck and back muscles.
Teach the child to do “chair sit-ups”.
Pencil Grasp
Early in PP2, attention should be given to children who have not fully developed the palmar
arches of the hand, wrist extension and an open finger-thumb web space. See PP1 for
relevant activities.
Only triangular pencils should be used. Short crayons, pencils or pieces of chalk
encourage correct pencil grasp. If necessary, a child who consistently holds the pencil
incorrectly may be given a pencil grip.
When working at the table, the hand that is not used for drawing or writing, should
always be holding the paper steady (bimanual activity).
It is important to note that when working at the table, the forearm should rest on the writing
surface in a neutral position, with the hand resting on the little finger. This position allows
the wrist to move freely. The wrist should be in a slightly extended posture (bent back),
because this brings the thumb in a position where it can comfortably oppose the fingers.
There should be a rounded, open web space between the thumb and fingers. This position
permits freedom of movement through all finger joints and also allows the finger pads to
contact the pencil shaft.
The pencil is grasped between the tips of the thumb and the index fingers and is
supported against the side of the middle finger. The last two
fingers are curved and rested against the table surface. The wrist
is extended slightly, and the pencil is held about 1” from the tip.
The grip for the lefties should be higher up the pencil than the
right hander – approximately 3.5cms or 1-1/2 inches from the
tip. Show them how to point their pencil towards their left
shoulder. See appendix II for other acceptable grips.
Correct Letter formation
In PP2, Nelson Handwriting is introduced in the second term. Any writing tasks done
before the teaching of handwriting should use magnetic letters, templates or cutting and
gluing of paper letters.
If a child shows interest in writing their own name during term 1, he/she should be
encouraged to trace over his/her name card using the correct letter formation (see appendix
7
III for the Nelson Handwriting). The child should be monitored closely whenever writing to
ensure he/she learns the correct movement.
Children’s names are a useful source of learning. However, some children who come to
school already able to write their names may associate the wrong movement with certain
letters (e.g. forming o and a with a clockwise movement). Children frequently write their
names using upper-case letters. Close home-school links are important to help children learn
how to write their names using the correct letter formation.
In the early stages of learning to write, the process is more important than the product. It is
preferable to have irregular letter forms starting in the correct place with movement in the
correct direction than uniformly regular letters achieved through wrong movements.
Children should only be allowed to write their names on a piece of work once they are able
to form each of the letters in their names correctly or copy them accurately from their name
cards.
When introducing handwriting in Term 2, the letter shapes should be developed using gross
motor movements such as:
Sky writing with both hands;
Writing on each other’s backs;
Writing large letter shapes in damp sand, shaving cream, salt;
Using plasticine, glue, finger paints, etc to fill in large letters;
Finger tracing over tactile letters.
The teacher should model good handwriting at all times. The Nelson Handwriting
programme should be used on the IWB and children should practise on small wipe-off
boards. Children can also be encouraged to write over highlighter pen or dotted letters.
Until children have gained reasonable fine motor control, formal handwriting worksheets
are not appropriate.
Use the four ‘shape families’ to teach letter formation:
Anti-clockwise round (curly c family): letters c,a,d,e,g,o,q,s (numbers 0, 6, 8, 9
unlike the clockwise numbers 2, 3 and 5)
Down and off in another direction (long ladder family): letters l, b, i, j, f, t, u, y, v
and w
Down and retrace upwards (one-armed robot family): letters r, n, m, h, b, k, p
Zigzag family: x, z (numbers 1, 4, 7)
Teachers must avoid using upper case letters on displays, worksheets, etc. Capital
letters should never be used on labels unless the word is a proper noun.
8
Pre-Prep 3 Throughline
Most children will understand the importance of forming all letters of the alphabet and
numbers correctly. However, due to varying skill levels, appropriate strategies should be
implemented. Children with highly developed fine motor skills will be expected to
consistently form their letters correctly and neatly, aiming towards high quality
presentation. Those still developing the skills will be exposed to opportunities for
reinforcement and practice according to their needs and should be closely monitored while
doing so. Those with definite difficulties should continue receiving the necessary support to
develop their fine motor skills and be closely monitored when attempting to form letters.
Year 1 Programme of Study (National National Curriculum for English Key Stages 1 and 2
– Draft)
Handwriting:
Pupils should be taught to:
sit correctly at a table, holding a pencil comfortably and correctly
begin to form lower-case letters in the correct direction, starting and finishing in the
right place
form capital letters
form digits 0–9
understand which letters belong to which handwriting ‘families’ (i.e. letters that are
formed in similar ways) and to practise these.
Notes and Guidance:
Handwriting requires frequent and discrete, direct teaching. Ensure that pupils can form
letters correctly and confidently. Also make sure that the size of the writing implement
(pencil, pen) is not too large for a young pupil’s hand. Whatever is being used should allow
the pupil to hold it easily and correctly so that bad habits are avoided. [Make sure that left-
handed pupils receive specific teaching to meet their needs.
Activities to reach this throughline:
Activities should be offered as choices during stations and should be used during
Flag Time to help children make progress in these skills.
Posture
Posture will affect how comfortably and efficiently a child may be able to work, as well as
for how long a child may be able to keep attention on the task.
Helpful actions:
Provide frequent opportunities to get up and move around or stretch.
When working at the table, quickly stroke from top to bottom down the centre of the
child’s back. Apply slight pressure with your hands on the top of the child’s head
when the body is well aligned (neck and back straight above pelvis). Gently press
straight down so that pressure goes through neck, spine and pelvis.
9
If shoulders are rounded forward, tap them back gently from the front while putting
downward pressure. Tap or rub the lower back gently over the spine - use your
fingers to vibrate lightly over the back of child’s neck and back muscles.
Teach the child to do “chair sit-ups”.
Stable sitting position:
Desk surface is at correct height to support arms, about 2” above the level of the
elbows when elbows are bent and child is sitting upright in chair.
Trunk is well supported with pelvis and shoulders positioned symmetrically
Hips, knees and ankles are bent about 90° degrees
Buttocks are placed well back into the chair
Feet are supported firmly on the floor or stool (flat surface) and under knees
Forearms resting on the desk or table top
Head upright, in midline - the position of the head is important so that the eyes can
be used efficiently
The neck should be fairly straight with the chin slightly down
Compensatory Strategies:
Slanted work surface/ desk top (inclined board) -encourage a more upright trunk
posture and provides added support for the forearms and places the paper and
hands where they can be seen more easily, so the child can look at materials without
bending the neck forward
Rubber non-slip matting to the chair seat to prevent the child from slipping forward
and to decrease excess movement that interferes with the posture and fine motor
performance
Placing rubber covers on the bottom of chair legs to keep chair in position
Stabilizing objects during two-handed manipulation (nonslip material, clamps, and
pegboards)
Pencil Grasp
Only triangular pencils should be used. If necessary, a child who consistently holds the
pencil incorrectly may be given a pencil grip.
When working at the table, the hand that is not used for drawing or writing, should always
be holding the paper steady (bimanual activity).
It is important to note that when working at the table, the forearm should rest on the writing
surface in a neutral position, with the hand resting on the little finger. This position allows
the wrist to move freely. The wrist should be in a slightly extended posture (bent back),
because this brings the thumb in a position where it can comfortably oppose the fingers.
There should be a rounded, open web space between the thumb and fingers. This position
permits freedom of movement through all finger joints and also allows the finger pads to
contact the pencil shaft.
The pencil is grasped between the tips of the thumb and the index fingers and is supported
against the side of the middle finger. The last two fingers are curved
and rested against the table surface. The wrist is extended slightly,
10
and the pencil is held about 1” from the tip. The grip for the lefties should be higher up the
pencil than the right hander – approximately 3.5cms or 1-1/2 inches from the tip. Show them
how to point their pencil towards their left shoulder. See appendix II for other acceptable
grips.
Compensatory Strategies:
Place rubber band/ small piece of tape on pencil where fingers should go
Draw dots on the pencil where the child's fingers should go
To maintain a tripod grasp, have the pupil hold a small bead or eraser
between the ring and little finger and the palm of the hand.
Hide the dot with the middle finger
Use indented pencils or triangle pencils or pencil grips
All children need to tilt the paper so that the arms can slide freely as writing progresses
along the line and hands can work most efficiently. This helps them to keep the wrist
straight rather than in the commonly seen “hooked position” and avoids unnecessary
posture adjustments. The other hand should always be holding the paper steady – bimanual
activity.
Compensatory Strategies:
Taping paper down or placing a strip of masking tape on the writing surface to mark
the correct angle of the paper for writing or colouring
For left-handed pupils, see appendix III.
Correct Letter formation
Children should be given dedicated time to practice handwriting every day until they are
individually able to use the skill effectively. Children who find handwriting difficult should
be targeted for daily intervention.
The teacher should model good handwriting at all times. The Nelson Handwriting
programme should be used on the IWB and children should practice on small wipe-off
boards. Children can also be encouraged to write over highlighter pen or dotted letters.
They can also be encouraged to write directly under words written by the teacher.
Children can use the Nelson Handwriting books to consolidate their skills as well as
handwriting worksheets or especially prepared handwriting copy books. Children should
only write in A4 size books with well-spaced lines when they are ready. Children should
also be allowed to use unlined paper occasionally so that they can practice applying the
skills they are learning.
Until children have gained reasonable fine motor control, formal handwriting worksheets
are not appropriate.
11
Use the four ‘shape families’ to teach letter formation:
Anti-clockwise round (curly c family): letters c,a,d,e,g,o,q,s (numbers 0, 6, 8, 9
unlike the clockwise numbers 2, 3 and 5)
Down and off in another direction (long ladder family): letters l, b, i, j, f, t, u, y, v
and w
Down and retrace upwards (one-armed robot family): letters r, n, m, h, b, k, p
Zigzag family: x, z (numbers 1, 4, 7)
Make sure that the pupil is guided through the proper formation as independent tracing or
copying can lead to poor handwriting habits. Children sometimes reverse letters and
numbers but do not realise they are the wrong way round. Teachers should ask the child to
check with a classroom reference and avoid telling the child it is wrong.
Getting the movement of the letter right is one aspect of securing good handwriting.
Establishing the relationship between the positions of the letters is another. Use lines to
show children that the ‘body’ of the descenders (g, j, p, q, y) sit on the line and are the same
height as the small letters and that the lines of the ascenders (b, d, h, k, l, t and f) rise above
the ‘body’ of the letter. Teachers should have a model of this on display to refer to when
asking the child to check their work.
Children should be discouraged to use rubbers/erasers. It is more efficient for children to
learn to draw a line through their mistakes and then be given the opportunity to re-write the
word/sentence neatly below or on a new sheet of paper. Encourage the concept of working
on drafts before achieving the final, good quality piece.
Teachers must avoid using upper case letters on displays, worksheets, etc. Capital letters
should never be used on labels unless the word is a proper noun.
12
ASSESSMENT
Graphic assessment of perceptive organization (see Appendix V)
This assessment, created by Hilda Santucci and based on the assessment of Lauretta Bender
should be used to investigate if children who demonstrate difficulty in fine motor skills and
handwriting may have a graphic perception condition.
Hand Dominance
Hand dominance is an attribute defined by the unequal distribution of fine motor skill
between the left and right hands. It is comprised of musculoskeletal and neurological
components which work together to allow for dominant hand use. By 6 years of age,
children should use one hand consistently all the time. The dominant hand should develop
skill and precision to perform fine motor tasks, while the non-dominant hand acts as an
assist.
Assessment:
Present an activity or tool at midline, observe which hand a child reaches with
Observe which hand a child feeds him/ herself with or brushes his/ her teeth
with
Observe the hand used to thread beads (or throw a ball).
In cases where a child switches hands, evaluate the child’s skill level in both
hands to determine which hand is more skilled.
13
Formative assessment (rubrics)
Mastering Developing Beginning Pre-Engaged
Pencil grip Child is consistently able to
apply the success criteria
below: Pencil is grasped
distally; ring and little
fingers flexed to form stable
arch; precise opposition of
pads of thumb, index and
middle finger.
Child still needs reminders
for one or two of the criteria
below: Pencil is grasped
distally OR ring and little
fingers flexed to form stable
arch OR precise opposition
of pads of thumb, index and
middle finger.
Child still needs support to be
able to correctly apply some of
the success criteria below: Pencil
is grasped distally OR ring and
little fingers flexed to form stable
arch OR precise opposition of
pads of thumb, index and middle
finger.
Child’s pencil is grasped
proximally; ring and little
fingers slightly flexed OR
crude approximation of
thumb, index and middle
finger.
Letter formation
Obs: in PP2 children are
expected to use lower-case
letters unless in the
beginning of the name.
Child forms letters according
to the Nelson handwriting
independently, consistently
and in different contexts.
Child forms most letters
according to the Nelson
handwriting consistently,
needing reminders
depending on the context.
Child understands that letters
have a correct way to be formed
but is still not able to apply this
skill.
Child still needs to develop
pre-writing fine motor
skills in order to begin to
understand the success
criteria for letter formation.
Size, space and alignment of
letters
Child is consistently able to
apply the success criteria
below: ‘Body’ of the
descenders (g, j, p, q, y) sit on
the line and are the same
height as the small letters
and lines of the ascenders (b,
d, h, k, l, t and f) rise above
the ‘body’ of the letter.
Spaces between letters and
words are appropriate.
Child still needs reminders
for one or two of the criteria
below: ‘Body’ of the
descenders (g, j, p, q, y) sit on
the line and are the same
height as the small letters
and lines of the ascenders (b,
d, h, k, l, t and f) rise above
the ‘body’ of the letter.
Spaces between letters and
words are appropriate.
Child still needs support to be
able to correctly apply some of
the success criteria below: ‘Body’
of the descenders (g, j, p, q, y) sit
on the line and are the same
height as the small letters and
lines of the ascenders (b, d, h, k, l,
t and f) rise above the ‘body’ of
the letter. Spaces between letters
and words are appropriate.
Child still needs to develop
pre-writing fine motor
skills in order to begin to
understand the success
criteria for size, space and
alignment of letters.
14
ACKNOWLEDGEMENTS
We thank Sabine O. Hortstmann O.T. for her guidance during staff development meetings
and for her contributions towards this policy.
References
AMUNDSON, S. J. C. Handwriting: evaluation and intervention in school settings. In Case-
Smith & Pehoski, Develiopment of hand skills in the child. AOTA, 1992.
AYRES, A. J. Sensory integration and learning disorders. Los Angeles, CA: Western
Psychological Services, 1972.
BLANCHE, E. I.; BOTTICELLI, T. M.; HALLWAY, M. K. Combining Neuro-Developmental
Treatment and Sensory Integration Principles: an approach to pediatric therapy. Therapy
Skill Builders, 1995. BRUNI, M. Fine Motor Skills for Children with Down Syndrome.
Second Edition. Woodbine House, 2006.
CASE-SMITH, J. The relationships among sensorimotor components, fine motor skills, and
functional performance in preschool children. American Journal of Occupational Therapy, v
49, n 7, p 645-52, 1995.
CASE-SMITH, J. Fine motor and functional performance outcomes in preschool children.
American Journal of Occupational Therapy, v 52, n 10, p 788-799, 1998.
CASE-SMITH, J. Effectiveness os school-based occupational therapy intervention on
handwriting. American Journal of Occupational Therapy, v 56, n 1, p17-25, 2002.
CASE-SMITH, J. & PEHOSKI, C. Developmental Hand Skills in the Child. The American
Occupational Therapy Association, INC. 1992.
DEPARTMENT FOR EDUCATION English programmes of study: key stages 1 and 2.
National curriculum in England. 2013. Available from
https://www.gov.uk/government/publications/national-curriculum-in-england-primary-
curriculum (accessed 10th December 2013).
ERHARDT, R. P. Developmental Hand Dysfunction Theory, Assessment and Treatment.
Second Edition . Therapy Skill Builders, 1994.
ERHARDT, R. P. & Meade, V. Improving handwriting without teaching handwriting: The
consultative clinical reasoning process. Australian Occupational Therapy Journal (2005) 52,
199-210.
KURTZ, L. A. Understanding motor skills in children with dyspraxia, ADHD, autism, and
other learning disabilities: a guide to improving coordination. JKP, 2008.
LANDY, J. & BURRIDGE, K. Fine Motor Skills & Handwriting Activities for Young
Children: teaching, remediation and assessment. Pearson, 1999.
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LOUSADA, T. M. et al. Caracterização do desempenho motor de escolares com dislexia.
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Livraria Santos, 2002.
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• http://occupationaltherapyforchildren.over-blog.com
• http://www.handwritinghelpforkids.com
• http://www.ncld.org
• http://www.kidzworld.co.za
16
APPENDIX I: EXAMPLES OF ACTIVITIES TO DEVELOP FINE MOTOR SKILLS
Bake cookies and mix dough with your hands
Blocks and Lego
Clothespin activities
Complete activities on a vertical surface. An easel is not necessary; try taping a coloring
sheet or activity page on the wall, refrigerator, or any other hard surface.
Egg carton with small manipulatives. The child is asked to use his "crabs" (thumb and
index finger) to get the objects, one at a time.
Have the children “bury” their hands in a bucket filled with sand, rice, or very small
beads for sensory input.
Learn to braid hair, rope, or string. Perform games with string such as “Cat’s in the
Cradle”
Legos, Kinex, building blocks, linker cubes, Erect or Sets
Model “house” made out of toothpicks
Open/ close zip lock bags, containers, screw top jars
Perforating holes into polystyrene or a similar material
Pick up 5-10 coins one at a time and move them in to the palm of the hand. Once all the
coins are in the palm, use the thumb to help move the coins one at a time back to the
fingertips. Try this with the right and left hand! This can be done with various other small
items to make it more challenging.
Place 10-20 coins on a table. Practice turning coinss over with the fingers of one hand. To
make this more difficult, place coins in two rows and the turn coins over with both hands
simultaneously.
Play card games, shuffle cards or play activities that use dice rolled in cupped hands
Play games with that involve the handling of cards, tongs, and small game pieces
Playdough-roll into small balls or use scissors to cut playdough
Practice picking up small items with the fingers (beads, small pegs, pennies etc.) and
place them in a container
Practice tracing around a stencil
Puppets and finger puppets
Puzzles
Spin small tops, twirl markers, etc.
Squeeze ball/ stress ball
String beads
Stamps and stickers
stencils
Student can use clothespins to hang up their artwork on clotheslines hung in the
Tangrams with blocks
Tear newspaper into strips or crumple newspaper
Touch thumb to fingers of each hand individually, then simultaneously. Make this more
challenging by closing your eyes!
Tweezers to pick up small items or cotton balls
Use a spray bottle to water classroom plants or to spray chalkboard to clean it
Use eye droppers to pick up colored water and make designs on paper
Use hole punchers
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Vertical activities: blackboard, magnetic board, ‘clothes’ line.
Vinyl sticker activities placed on vertical surface
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APPENDIX II: PENCIL GRASPS
By approximately 6 years of age a child should have developed the necessary fine motor
skills to be able to assume and maintain a mature pencil grasp: a dynamic tripod grasping
pattern. In the dynamic tripod grasp, the pencil is held between the thumb and index finger,
with the pencil resting on the middle finger. The thumb and index finger form a circle.
How to hold a crayon/pencil:
1. Have the child make a circle with fingers (thumb and index finger make a circle, with
last 3 fingers held in the air)
2. Drop the last 3 fingers and open the thumb and index finger
3. “Pinch” pencil between thumb and index finger with eraser end point toward
shoulder. The pencil rests on the middle finger.
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20
Correct Pencil Grasp Development
When your toddler first grabs a thick crayon
and puts it to paper (hopefully not to your
walls!), this is the grasp you should be seeing.
It is a “fisted grasp”, and your toddler will be
using movement from the shoulder to get
the crayon to move across the paper.
As your toddler gains more control over arm
and hand muscles, you will see this “palmar
grasp” being used. Here, the pencil lies across
the palm of the hand and your child’s elbow
is held out to the side a bit.
The next stage is what is misleadingly called
the “immature” 5-finger pencil grasp – it is
immature because it is not the 3-finger grasp
that is used in school, but it is a perfectly
mature grasp for a 4-year old! As you can
see, there are 5 fingers holding the pencil.
With this 5-finger pencil grasp, the wrist is
usually held off the table and wrist
movements are used for coloring. The crayon
is often held very tightly initially, but as the
hand muscles develop, you should see a few
finger movements emerging.
This left-handed toddler has developed a 5
point pencil grasp that is appropriate for her
age.
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By age 5-6, or even a bit later with some
children, they should be comfortable using a
mature 3-finger pencil grip. At first, the
fingers will be held stiffly and your child may
still use wrist movements to draw and color,
but as the finger muscles become more
skilled, your child will be able to use finger
movements to draw and to form letters.
Don’t be surprised if you see your young child switching between pencil grasps. As the
shoulder and arm muscles become stronger and steadier, your pupil should switch less
and less. We can liken this to a baby learning to walk – when his legs are tired of
walking, he goes back to crawling, but as his endurance and skill improves, he will walk
more and more!
So don’t discourage your pupil from going back to an earlier grasp; instead, promote
correct pencil grasp development by doing some easy hand exercises to help hand
muscles to develop.
Good control of the pencil for handwriting will only come as the finger muscles become
more skilled. Some children will need encouragement to develop finger movements, and
these fun finger exercises should help them.
General Hand Exercises
Playdough is great for strengthening
hand muscles. Squash it, squeeze it
and pound it!
Use both hands together to mould a
pot, a bird’s nest or anything else that
takes your fancy. Roll a few balls to
make eggs for the nest or peas for the
pot...
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Rolling out playdough with both
hands together is good for
coordination as well as for exercising
the hand and wrist muscles.
Pushing coins into money boxes is a
fun exercise – all kids love feeling
rich! Encourage your child to pick up
and put in one at a time, and once he
has mastered this, let him hold a few
coins in his hand and put them
through one by one without letting
the others fall.
Crumpling small pieces of crepe
paper for “scrunchies” is good
exercise and also makes a great
decoration for craft activities.
Here, Callum used ‘scrunchies” to
add smoke to his chimney. The house
was made as a cutting activity. Have a
look at some more information on
how to make scrunchies.
Scissor cutting skills are vital for getting the tripod fingers (thumb, index and middle
fingers) to work together well.
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Hand Exercises for the Tripod Fingers
Show your child how to isolate the
tripod fingers with a small slip of paper
under the ring and little fingers. I tell my
kids that the thumb, middle and index
fingers are the 3 friends, who need to
work together, so we are going to keep
the other fingers out of the way with this
piece of paper.
Draw a single dot on one side of a
clothes peg, and two dots on the other
side. This shows your child where to
place the fingers for maximum fine
motor benefit.
Use the clothes pegs to pick up small
pieces of paper. Here, Callum selects the
dark green paper that he needs to make
“scrunchie” leaves for his tree.
Children love to be helpful. Try stringing
out a washing line at your child's height
and giving small clothing items to hang
up with pegs.
Callum loves making cages for his
dinosaurs and wild animals. Simply
place clothes pegs all around an egg box
lid!
Ok, this activity does use a crayon, but it
is used in such an undemanding way!
Use the tripod fingers to hold a crayon
down flat and rub color all over a large
area, like this circle which is about to be
cut out. Although square and triangular
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crayons are great, they are hard to find,
but regular crayons do the trick just as
well.
Tearing paper can be fun! First, check
which way the grain of the paper runs –
some magazines make great strips when
torn vertically; others make better strips
when torn horizontally. If necessary, you
can tear the strips and your child can
make the small squares. Once strips have
been torn, then tear the strips into small
squares across the grain. Use the tripod
fingers to grasp the paper and tear.
Use the paper squares to make a collage.
Here, Callum is using the squares to
make a river for one of his pictures.
Finger dexterity and in-hand manipulation activities
Fine, quick dexterity in the finger tips and the ability to manipulate
(rotate/reposition) objects with only one hand is critical to the development of
most fine motor skills and particularly to pencil control and handwriting
Rolling up balls of play dough or paper with thumb and first two fingers
Make a face with the pen in the index finger and try to rub it off with the thumb
Craft or making pictures with rice, stickers or other small objects picked up
singularly
Use tweezers to play placing games
Peel of stickers or make sticker pictures
Make prints with thumb and index fingers with paint or glitter
Finger puppets –make from fingers of old gloves, use all fingers
Paper folding or origami
Prepared by Sabine O. Horstmann Kulaif, Occupational Therapist
Resources: http://www.ot-mom-learning-activities.com/pencil-grasp-
development.html
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Appendix III: Nelson handwriting
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Appendix IV: Left-handed pupils
Seating and positioning accommodations
When possible ensure that children sit squarely to the table
with hips and knees bent at 90°. Buttocks are placed well
back into the chair; feet positioned under knees and firmly
placed on the floor; head upright in midline; always
encourage postural symmetry and ensure both elbows are
forward on the table.
The left-handed child should sit higher on the chair; this
will help him/her see what he/she is writing. A slanted board can help.
Avoid hooking
One of the main problems faced by left handed children is
that they cannot see what they are writing. In order to be
able to see what they are writing they tend to hook their
hands above the writing line and write. This is a very
difficult posture. Discourage them from hooking. A proper
paper position and pencil position will enable them to see
what they are writing. Teach them to keep their wrist and
hand below the writing line.
So encourage proper paper position and good pencil
position and discourage hooking.
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Appendix V: Pre-writing skills assessment
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Prova Gráfica de Organização Perceptiva para crianças de 4 a 6 anos
por Hilda Santucci in Zazzo (1981)
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Appendix VI: Leaflet for Parents
HANDWRITING SKILLS
Suggestions to help your child develop good handwriting skills:
1. Provide opportunities for your child to draw/write in a
vertical position, e.g., standing at an easel or at paper
stuck on a wall.
2. When seated, your child should be in a good sitting
position with feet flat and a stable trunk.
3. Your child should hold the paper with his/her free hand
to prevent it from slipping.
4. The pencil grip should be effective and relaxed. The tripod grip is
recommended which is when the pencil is positioned
so that there is equal pressure between the thumb, the
side of the middle finger and the tip of the index
finger. All fingers are bent slightly.
5. When drawing, encourage your child to draw
horizontal lines that go from left to right to mimic the printing
process. The vertical lines should go from top to bottom as
all letters and numbers begin at the top and move down.
6. When drawing circles, encourage your child to draw them
in an anti-clock-wise direction as most curved letters and
numbers are written in an anti-clockwise direction
SCISSORS SKILLS
Suggestions to help your child develops good scissors’ skills:
1. Your child should place the thumb and middle fingers
through the scissor loops.
2. The index finger stabilizes the scissors resting just above the
lower loop.
3. Your child should use bimanual skills when cutting. One hand
should be used to grasp the paper while the other hand cuts.
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WEBSITES FOR CONSULTATION AND RESOURCES
http://www.skillbuildersonline.com
- articles, activities and worksheets
http://www.kidzone.ws/preK_wrksht/dynamic.htm
- printable worksheets for practicing lines and circles
http://www.sensory-processing-disorder.com/fine-motor-skills-
activities-for-children.html
- activities for developing fine-motor skills
http://www.tlsbooks.com/preschoolfinemotorskills.htm
- activities and worksheets
FINE MOTOR SKILLS – A GUIDE FOR PRE-PREP 1 PARENTS
Fine Motor Skills are the ability to control small precise movements with
the fingers, wrists and hands.
Every child will acquire the fine-motor skills needed for handwriting at a
different pace. The more your child uses his/her fingers in activities that
help to strengthen their hand coordination, the sooner they will master
these skills.
Before trying to teach your child how to copy letters and words, it is
important that they develop other fine motor skills. The list below gives
examples of many activities that can develop skills such as grasping,
mark-making, bilateral integration and hand-eye co-ordination.
buckling and unbuckling popping bubble-wrap
building towers with small blocks pressing keys on telephone
drawing, painting, and coloring putting small objects together
finger painting screwing and unscrewing
finger puppets sharpening a pencil
manipulating buttons and snaps threading beads
doing jigsaw puzzles turning pages in a book
peeling bananas, tangerines tying shoes
pegging washing to dry use droppers to play with water
playing with playdough wringing out clothes
playing with small seeds zipping and unzipping
