![]() ![]() The goal is to create varying shapes in the spaces between your fingers. Just place your hand in a position close to this. You may not be able to replicate the shapes of the spaces exactly as I did them, because your hand is probably a different size and shape than mine. To place your own hand for this drawing, focus on the spaces between your fingers. I chose this rather odd position of my hand because it produces an interesting variation in the negative-space shapes (between the fingers) that we’ve been working with so far. Is our goal to rush to an outcome, or do we want to nurture the learning process and help build a strong foundation? As a child-development-dork, my vote is for prioritizing the process, nurturing the pre-reqs, and helping kids master each little step.Please refer back to the relevant sections of Tutorial #1 for materials you’ll need and how to set up your work space. And if there are any, we want to be able to notice and intervene early. A child could "fake" a tripod grasp after being corrected, but that could prevent us from seeing developmental deficits hiding underneath. It could also cause us, the parents and teachers, to overlook subtle developmental deficits that may be impacting their fine motor development. This could result in lowered confidence and a tense relationship with writing long term. It can teach a child their limitation that they don't know how to hold their pencil the "right way" or that they can't do it. There can be negative implications of this: If we just show our kids how to position their hand on a pencil, or correct them when they are doing it "wrong," we skip all of those developmental steps I just mentioned. Developing a tripod grasp is quite a process. And if our big muscles poop out, our little muscles go on overdrive and poop out faster. It takes endurance to keep our big muscles stable for extended periods of time. Enough said there, I think!įifth, endurance and stamina. Kids run fine motor marathons daily with all of the writing, art projects, self-care tasks, and play. The muscles of the hand have to be strong enough to hold a pencil tightly. We need proximal stability (proximal = near center of body) for distal mobility (distal = away from center of body).įourth, hand strength. If there is no stability in the shoulders, the fingers are going to have a tough time. Third, shoulder strength and stability. This means strong and stable shoulder muscles. So, a kiddo is going to need to have a strong core to be able to develop the refined finger skills required for an efficient and precise pencil grasp. Only then can my hands and fingers make the delicate precise movements of typing. The entire center of my body becomes stable. Then I align my posture and hold my head and shoulders still. When you sit down to type something, what do you do first? I stabilize my trunk, usually by sitting upright and engaging my core muscles (and somethings by leaning on something). Gross motor development builds the sturdy foundation we need for fine motor tasks, such as grasping. "Gross motor" meaning whole body movements vs disgusting movements, in case anyone was confused for a second. Take a moment, and look at that long list!įirst up, gross motor skills. Speak with your pediatrician if you feel your child is widely outside of these norms. *Note: The ages associated with each grasp are approximate.
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