handwriting ! let's get ready!
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HANDWRITING ! LET'S GET READY!. Fine Motor Principals. Stability before mobility A. body B. furniture Sensory supports Motor Proximal to Distal (large to small) Palm to finger Hands used together Hands used separately Developmentally ready!. Birth to 3 months. - PowerPoint PPT PresentationTRANSCRIPT
HANDWRITING! LET'S GET READY!
Fine Motor PrincipalsStability before mobility A. body B. furnitureSensory supports Motor Proximal to Distal (large to small)Palm to fingerHands used together Hands used separatelyDevelopmentally ready!
Birth to 3 monthsHand Skills Posture Sensory Play and
cognitionReflex dominate movement
Influenced by: tactile & proprioception; head position
Skills present:Hand grasping midline (3 mths)Visual regard of hand Reflexive grasp of an object
Asymmetric posturing
Neck and shoulder stability developing: prerequisite for control of reach & hand movements in space
Emerging sense of midline.
Head freed for vision by 3rd month.
Visual, mouthing & tactile reflexes: primary learning sources Tactile +Propriocept+Visual =contribution to development of grasp and release patterns
Play: sensory experiences
4 through 6 monthsHand Skills Posture Sensory Play
Remarkable strides in development of visual motor system
Learns to reach toward an object, place hands on top and rake object toward self
Palmar grasp: allows grasp but does not allow object to move within hand.
No control of releaseBrings object to mouth, palm up increases by 6 months: allows mouthing while visualizing it
Symmetrical posture: Can hold arms in space while grasping an object
Prone: pushing onto extended arms and shifting weight side to side.
On elbows infant able to lift one arm from surface for reach. Provides proprioceptive input through hands. Helps strengthen arms.
Primary basis for movement: SENSORY
Mouthing, hand to hand fingering, and intense visual
Sensory exp dominate child’s play : visual & auditory Movements motivated by sensation that results.
Actively explores using specific movements to create sounds and visual effects. Toys related to simple movements are favorites: rattles, toys activated by generalized responses preferred: mobile or rattle rather than busy box
10 through 12 monthsHand Skill Posture Sensory Play
Controlled object releaseGrasp of very small objects
2 objects together
Functional use of objects
Uses fingertips for grasping
Thumb oppose index finger
Control of hand opening and can release object easily
Object rotation and transfer
Postural stability increases
Can reach out of reach to body’s contra lateral side.
Can reach overhead and behind when sitting
Weight bearing: provides heavy work for arms.
Uses release to achieve interesting auditory and visual effects of object
Vision as primary guide
More fingering & hand to hand manipulation than mouthing
Understanding of object’s functional use.
Functional play rather than sensory play
Basis for development of additional manipulation skills: imitation
19 through 24 months *
Hand skills Posture Sensory Play/ Cognitive
Huge changes based on: Ability to blend mobility and stability into more complex motor patterns;Ability to integrate sensory info with motor skill.Fingertip grasp for precision and palmar grasp for power
Excellent control by 2
Child focuses on speed, strength, balance, and endurance.
Improved sensory discrim and integr: Ex: stringing beads and simple dressing
Uses utensils in play and self care activities.
Improved perceptual motor and beginning eye hand coordination
TWO YEARS TO TWO & A HALF
6-9 Block towerCatches small ballMoves individual fingersTurns door knobUnscrews lid
Two Year olds do not have perfect controlled release of their fingers.
THREE YEAR OLDCopies a circleImitates a squareThreads large beadsUnbuttons large buttons/unzipsUses glue with supervisionCuts straight lineFeeds selfBuild tower of 10 blocksDoesn’t have hand muscles developed
enough to write name
FOUR YEAR OLDSCuts out 2 to 3 inch shapesCopies square/triangleMakes marks to represent nameStrings small beadsUses static tripod graspUses finger to act out simple songsPuts together simple puzzles
Cathy Loyacano
FIVE YEAR OLDS
Draw a person with facial featuresBuilds steps with blocksUses tools with little supervisionDraws specific objects: may look different Write first name and few lettersMay have letter/number reversals and
letters not in straight lineUses scissors to cut non paper materials
EFFICIENT GRIPS
COMMON HANDWRITING PROBLEMS ASSOCIATED WITH FINE MOTOR
WEAKNESSESChild may have an awkward pencil grip.
Child may have difficulty coloring within lines, tracing, and forming letters.
Hand movements may appear awkward.
Child: Keeps arms very close to chest during hand
activities Keeps shoulders “hiked” near ears Difficulty using two hands together for activities
such as catching a ball rolled to them, rolling out playdough, using scissors, dressing activities
Gets tired easily: endurance is reduced for ageComplains of hand fatigue or pain consistently Is frustrated with writing, cutting, etc.Consistently avoids messiness.Hand dominance set since early months
RED FLAGS
THINGS TO REMEMBERLook for activities that support:
SHAPING THE HANDS
USE OF THE INDEX FINGER
USE OF THE THUMB +2
VERTICAL PLAY WITH THE HANDS: wrist up IN HAND MOVEMENT
SENSORY MAKES IT WORK
Tactile Perception: Touch
Proprioception: Pressure
Vestibular: Movement
Visual: Seeing
VISUAL PHYSICAL & PERCEPTUAL
Physical Visual: Gives us information concerning our
movement and position. Must be integrated with proprioceptive information
for reaching. • Perceptual Visual: Enables us to see details, spatial orientation of objects, visualize, similarities and differences.
DEVELOPMENT OF “SPATIAL TERMS”
2.0-2.6 years In, off
2.6-3.0 years On, under, out of , together, away from
3.0-3.6 years Up, top, apart, toward
3.6-4.0 years Around, in front of, high, in back of, next to
4.0-4.6 years Beside, bottom, backward, forward
4.6-5.0 years Down, low
5.0-5.6 years Behind, ahead of, first, last
COMMON PROBLEMS AND MODIFICATIONS ASSOCIATED WITH VISUAL SPATIAL
AWARENESS WEAKNESSESChild may have difficulty : With puzzles/parquetry blocks which may lead to avoidance. Drawing simple pictures: He may not “picture” how they look Visualizing the shape/letter/number formations Placing letters on or between the lines correctly at correct age Spacing between words or letters (age appropriate) Difficulty with reversals of letters and numbers after taught repeatedly
and correctly (age appropriate) Difficulty forming rounded letters: letters may be flat on the bottom if he
is distracted by the printed lines ALWAYS CONSIDER AGE APPROPRIATENESS !!!!
Child who:
Consistently tilts head to one side
Covers one eye with hand or by laying head down on table
Does not follow people or objects with eyes
Avoids visual perceptual items such as puzzles, block patterns
Poor eye contact
Immature drawing abilities
RED FLAGS
THINGS TO REMEMBER
ENCOURAGE TRACKING THROUGH PLAY
EYE EXAM
BODY TO 3D TO 2D
UNCLUTTER AND UNLOAD
VISUALIZE
ART AND MATH
TACTILE SYSTEM *TouchDiscriminatory:
Ability to tell what an object is based on touch aloneProtective:
Ability to automatically withdraw or defend the body from harm.
A balance is needed between the ability to discriminate something by touch and the protective response.
For writing to become automatic, it needs to be felt through the sense of touch and sense of finger movement
PROPRIOCEPTIONThe proprioceptive system receptors are located primarily around and in our joints, and in our muscles and tendons. They tell us about:
Movement of our body against itself Movement of our body in relationship to
itself: body awareness
VESTIBULARInfluences Eye movement control Balance Muscle tone Postural control Bilateral coordination Motor planning
ActivitiesInfants: Gentle swinging, being carried, Johnny Jump Ups
(feet flat on floor)Toddlers: Swinging, climbing, slidingPreschoolers: Playground activity, musical games
WARNING: Vestibular very powerful
Sensory Processing: Red FlagsSensory Avoider
Sensory Under Responder
Sensory Craver
THINGS TO REMEMBER
SENSORY ALERT
BIGGER IS BETTER
EYES CLOSED
MAKE IT AUTOMATIC
Web: lynaot.com
Blog: lynslines.wordpress.comPhone: 281-438-0181
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