critical thinking fine motor skills

21 Important Benefits Of Fine Motor Skills (With Tips)

Developing fine motor skills in children is incredibly important. Everyone understands the impact this will have on early writing, but this is only a tiny portion of the full picture.

Fine motor skills are a central part of our lives. By developing their fine motor control, children are able to access other things to become confident and able people.

So what are the benefits of fine motor skills?

As children improve their fine motor skills they develop their independence in doing a range of tasks such as eating, writing, speaking, creating, and dressing themselves. They are able to access a wider source of learning activities, and social experiences.

That’s the simple answer, but there is a lot more to what makes fine motor skills important.

Fine motor skills are an almost continual part of all our lives. Humans are continually moving, picking things up, manipulating objects, and so on, which all require fine motor skills. The more children are able to develop these skills, the more ably they can access the world around them.

I have come up with the 21 top reasons why fine motor skills are so important. Here we go…

Table of Contents

1. Independence

This is number one for a reason.

Independence is a core skill in life. It is the power behind creating goals, taking on challenges, and being empowered to give them a go. The seeds for all of these things are being sown more or less from birth.

The more children feel that they have power over their surroundings, the more they grow in confidence.

Fine motor skills are important for this. Developing fine motor skills helps them to do many important jobs for themselves, such as trying to get dressed being one example.

Also, they are able to overcome the many obstacles that come their way that involve fine motor, such as turning a door handle. When they have to rely on adults less, the more self-assured they get.

Top Tip – Give children as much encouragement as you can to do simple tasks by themselves. Also, don’t forget to celebrate their fine motor skills milestones!

2. Able To Get Dressed

This is one of the central skills of early childhood. All educators understand and have witnessed the impact of parents encouraging children to dress independently.

Dressing by themselves is a state of mind for many children. If they do this, then they are often more independent, and keen to explore and try things by themselves.

Start small with this.

Clearly, babies and toddlers will need to be dressed by parents. But as soon as children are able to start helping in some way they should be encouraged.

To start with this will be things like putting their arms up to take a jumper off. Or sitting down to have their shoes on.

But this will expand with encouragement to putting on a few clothes, and finally selecting and putting on clothes themselves.

There is a huge amount of finger strength and fine motor development that goes on during the dressing process. There are twisting, lifting, zipping, buttoning, and all sorts of manipulative skills.

There will be a mixture of gross and fine motor combined. To find out the main 12 differences between fine and gross motor skills then take a look at this.

Top Tip – From the earliest possible age, allow children to at least give some help dressing them. Later, allow them the time and encouragement to get dressed as independently as possible.

3. Hand-Eye Coordination

This is another fine motor skill that develops from when we are babies and keeps developing to adulthood.

When children interact with fine motor games and activities, they are continually improving the link between what their eyes see, and what they are trying to hold and touch.

This hand-eye coordination is crucial for carrying out all physical activities in life.

Top Tip – Praise their efforts during fine motor activities, and keep them motivated! Try out exciting fine motor games, such as these brilliant 16 pipette activities.

4. Helps Them Eat

One of the primary benefits of fine motor is they are able to eat more independently and successfully.

A child’s fine motor skills begin certainly from about three months old, and eating is one of the central areas that fine motor can be required at an early stage.

The more independence you can give to young eaters the better. Let them explore their food. Let them put it into their mouths at whatever stage they are able to do that.

Later on, giving them some small things to pick up such as peas or rice really helps fine motor skills.

There are a lot more fine motor skills involved in eating in general. Both the action of the tongue and the lips are fine motor movements. Developing the use of these crucial small muscles will help them eat food successfully, and are also linked to speaking.

Children with speech and language issues will often also have problems eating. There is also a correlation between speech issues, and poor fine motor in the hands and fingers (though not always). It is surprising how linked together things like this are.

Top Tip – Allow children as much independence as possible in the early stages of eating. Let them select, pick up and even play with their own food.

5. Boosts Self Esteem

Fine motor really helps children to be aware of their abilities.

When they are able to carry out a tricky task independently, children are acutely aware of this.

For example, children are delighted when they can make a really tall tower out of building blocks. They are ecstatic when they fill a geoboard with elastic bands.

Top Tip – Celebrate their achievements and fine motor skills milestones!

6. Ability To Mark-Make

This one is quite obvious, but really important for young children.

Weak fine motor is often the largest obstacle in the way of children wanting to give mark-making a go , and the better these skills can first be developed, the greater the zest children will have for trying it.

There are lots of types of early mark-making you can try that strengthen fine motor skills, including:

• Drawing with their fingers in messy substances such as foam or gel
• Holding ribbons or streamers and skywriting
• Holding unusual writing tools such as sticks and drawing in mud

Top Tip – Make mark-making fun! Use big surfaces, active experiences, and exciting mark-making tools.

7. Self-Care

Fine motor abilities really help children to carry out some fundamental features of life. Some of these are really important for our self-care.

Some good examples of these types of actions include:

• Brushing their teeth
• Brushing their hair
• Washing their hands
• Using toilet paper!

Top Tip – Give children huge amounts of encouragement and praise to try out these activities by themselves when they are ready.

8. Speech And Language

Speech and language are powerfully linked to fine motor skills. There is a lot of research that demonstrates the key link between communication and fine motor development (Source)

Many children who present with fine motor issues of the fingers in skills like writing , will often have speech and language issues.

Many speech and language activities are actually trying to develop the fine motor muscles in the face, lips and tongue.

By being able to speak more clearly children will of course be understood better. They will also often develop more confidence and self-esteem.

Top Tip – Sing songs, read books , and engage in plenty of face-to-face talking with young children.

9. Brain Development

Fine motor activities are linked to brain development in all sorts of ways. They positively provide:

• Experiences of crossing the mid-line
• A chance to improve hand-eye coordination
• A multisensory experience, combining touch and sight

Top Tip – Offer opportunities to explore interesting small objects in a range of ways to fire up their curiosity.

10. Explore Creativity

Many art and design based activities have fine motor as a core skill.

Some examples include:

• Sewing or threading
• Painting with different types of brushes or other tools
• Making playdough models using a range of different resources

Fine motor skills allows these kind of experiences to take place. Also the better your fine motor, the more you can add detail and layers of complexity to whatever you make.

Top Tip – Link art activities to their interests, or to books or films they enjoy to really tap into their motivation. Motivation is the key to learning (find out the 15 ways to motivate young children here)

11. Construction

For many young children, construction is their number one favorite pastime!

Having good fine motor skills really helps in many ways, including:

• You can use a wider range of equipment. For example, not just bigger duplo, but smaller Lego
• You can make much more complex creations
• You can enhance what you create by recording it in some way
• Building with larger materials becomes a safer experience , as you will not drop things, or knock things over as much by mistake

Top Tip – Offer a range of building materials, and model some ideas to young children in particular.

12. Turn Pages Of Book

Reading is not really associated with fine motor much, but the physical action of turning the pages of a book is definitely a fine motor action.

The more that children feel confident and secure with books the better, and so this simple fine motor level of ability can really help them not to be put off by not being able to turn the pages.

Top Tip – Seeing the act of reading done regularly, alongside giving children access to books they can use independently, will really help develop this sense of independence in handling books.

13. Social Boost

Strengthening fine motor skills can really help in making children feel more connected to their friends .

If your friends are all trying out a threading activity with beads, and you are able to do it as well, it gives you a sense of community. Children with weaker fine motor will often refuse or belittle activities like this if they know they can’t do them, and this can impact their relationships with others.

Children with good fine motor will be able to fully engage in the same activities their friends do, and on an equal footing, and this will have a positive impact on themselves and on their relationships.

Top Tip – Try and offer a range of tools in different learning areas and for different activities. This will help children at different stages of fine motor development to access the same activities at different levels.

14. Helps Them Draw

The ability to draw is connected to several functions, but the primary one is fine motor.

Drawing helps children to recreate the world and their lives. They develop their understanding of the physical forms of things. Also, they like to draw pictures from stories and talk about them.

Fine motor helps their drawings take on a greater resemblance to reality. They can add detail, and talk more about what they are doing and its implications.

Top Tip – Provide exciting surfaces and equipment to draw with.

15. Use Technology

Many children will be much more confident in using different types of technology if they have effective fine motor skills.

For example, using a mouse requires coordination and control of the fingers, hand and wrist.

Computer games often require a level of fine motor. Also, iPads and tablets need some hand-eye coordination to work effectively.

Of course, technology is a double-edged sword where the fine motor is concerned.

Many researchers and educators believe that current low levels of fine motor skills among children are often caused by excessive use of technology. This kind of play takes place instead of more traditional forms such as playing outside with activities such as digging, sweeping and playing ball games . Children use their hands less than ever before, so just keep this in mind.

Top Tip – Introduce a range of technology, but be aware that many children will need other experiences as a much greater priority.

16. Allow For Greater Versatility Of Play

Children can quite simply try out a lot more things when they have good fine motor skills. For example, they can:

• Use small tools with substances like playdough
• They can thread and weave
• They can use tweezers or tongs
• They can use small maths equipment
• They can use handheld tools like magnifying glasses

Top Tip – Provide as many exciting opportunities and learning experiences using small objects as you can. Check out some of these ideas:

16 amazing pipette activities

10 popsicle stick fine motor activities

17. Tidy Up!

It is true that very few children enjoy tidying up!

However, it is definitely a less grim process if you are able to confidently and quickly pick up small items off the floor or table, and successfully put them away!

Fine motor skills really help in the following ways:

• Children can tidy up much quicker
• They are able to pick up small items like pompoms or sequins
• They get less frustrated as they are able to do it effectively

Top Tip – There is no magic wand! Just lots of encouragement, praise, and general motivation!

18. Loose Parts Play

Loose parts play is a fantastic way of providing open-ended learning. It is great for fine motor, and also fine motor really helps in being able to access it fully.

Put simply, loose parts is playing with objects that have no fixed purpose or goal. For example, playing with some stones. The stones could signify something for the child (such as they could be dogs, or sweets, or magic gems), but they have no definite purpose, like a toy car does for example.

Some of the best loose parts play activities are great when using things like wood slices, screws, gems, pompoms, bottle-tops, and other small things like that, which really require a level of fine motor skill to be able to access.

Top Tip – If you want to find out 40 spectacular loose parts play ideas, then check this out.

19. Use A Wider Range Of Equipment

This is a really important one to finish off.

Children who are still developing their fine motor skills are limited to a much smaller selection of equipment than those who are more confident in this area.

For example, to take just one learning – the sand. There might be a range of larger equipment that children with a weaker fine motor can use – such as gutters, tubes, pipes, spades, buckets etc.

However, those with an increasingly effective fine motor will also be able to use small scoops and spoons, things like small pebbles and shells, small clay knives for wet-sand carving, and other things like mini-molds.

The range of experiences on offer in many areas will double or more.

Top Tip – Provide a range of different equipment, both big and small, for activities.

This is another one that is less obvious – our ability to taste !

We are able to taste by the ability of our tongues to make many series of small movements to move the food around our mouths.

The more skilfully you can do this process, the better your ability to taste food and the greater satisfaction you will find in eating in general. Who’d have thought!?

Top Tip – Talk about food! What it tastes like, and likes and dislikes. The more children think about the process, the better they might focus on the mechanics of eating.

21. Facial Expressions

Fine motor skills are involved in so many areas that you probably would never think about!

Here’s another one – facial expressions!

All those different ways we can make our faces move are made possible by tiny movements of multiple muscles.

Facial expressions play a huge part in life. Anyone who works with young children will have experienced issues with facial expressions such as:

• Some children convey very few facial expressions with their faces
• Some are unable to observe facial expressions in others. They just don’t ‘see’ it when their friends are upset or shocked sometimes

A good idea is to encourage the use of facial expressions in a range of fun ways. For example, when telling stories get everyone to act out how characters might look at certain times of the story.

Top Tip – You can play exciting games like ‘pass the facial expression’ where you quite literally pass a smile or a frown around the circle. Parents can play ‘copy my face’ – good when you try to look like characters at different parts of stories you might be reading.

Fine motor skills help children perform important tasks and they will use these skills on an almost continual basis throughout their lives. The more you can stimulate these skills in children, the better they will be able to access the world around them.

If you have enjoyed this article, then I would definitely recommend that you try out this one

• 16 Amazing Children’s Pipette Activities
• 20 Benefits Of Playdough (With Many Real Examples)

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What are Fine Motor Skills and Why are They Important?

Fine motor skills are the foundation of many daily tasks we take for granted as adults, such as typing on a keyboard, buttoning a shirt, or holding a pencil. These skills involve the small, precise movements of the hands and fingers and are essential for both academic and personal success. 

For young children, the development of fine motor skills is particularly important as it sets the stage for their future growth and success.

In this blog post, we will discuss what fine motor skills are, why they are important for toddlers, and how parents and caregivers can support their children's development of these critical skills through play and other activities.

What are fine motor skills?

Fine motor skills refer to the ability to make small, controlled movements with the hands and fingers. These movements include tasks such as grasping small objects, using scissors, manipulating buttons or zippers, and writing with a pencil. 

Developing and refining fine motor skills requires coordination and control of the small muscles in the hands and fingers, which support a child's ability to perform more complex tasks such as drawing, painting, and playing musical instruments.

How do fine motor skills develop in children?

Fine motor skills refer to the ability of a child to control and coordinate their small muscles, such as those in their hands and fingers. These skills are crucial for performing everyday tasks, such as writing, drawing, and using tools like scissors. Here are some ways in which fine motor skills develop in children:

In their first few months, babies begin to develop their fine motor skills by grasping objects with their hands. At this stage, they use their entire hands and not just their fingers.

Toddlerhood:

As children become toddlers, their fine motor skills continue to develop as they engage in activities that involve manipulating objects, such as stacking blocks, using pegboards, and manipulating play dough.

During preschool years, children’s fine motor skills become more refined as they start to learn how to hold a pencil and use scissors. They also engage in activities that require precision, such as drawing shapes and completing simple puzzles.

Elementary school:

In elementary school, children continue to refine their fine motor skills as they engage in more complex tasks such as writing, typing, and using tools like rulers and protractors.

It is important to note that fine motor skills develop at different rates in different children.

What are the benefits of having good fine motor skills?

Fine motor skills play a significant role in a child's overall development, and their benefits extend beyond just being able to complete everyday tasks. Here are some reasons why fine motor skills are so important:

Improved hand-eye coordination:

Fine motor skills require coordination between the eyes and the hands, which means that children with good fine motor skills have better hand-eye coordination.

Increased independence:

Children who have good fine motor skills are better able to perform everyday tasks independently, which can contribute to increased confidence and self-esteem.

Better academic performance:

Good fine motor skills can also help children to perform better academically, particularly in activities such as writing, drawing, and using math tools.

Enhanced creativity:

Developing fine motor skills opens up a world of creative possibilities, such as painting, drawing, and playing musical instruments.

How can adults support the development of fine motor skills in children?

Provide opportunities for exploration and play:.

Allowing children to explore their environment through play is a great way to develop fine motor skills. Activities like playing with playdough, manipulating small objects, and drawing with crayons or pencils can help children develop their fine motor skills.

Encourage self-help skills:

Encouraging children to engage in self-help activities such as buttoning their clothes, tying their shoes, and using utensils during mealtime can also help develop fine motor skills.

Use manipulatives:

Manipulatives are objects that children can manipulate with their hands, such as blocks or puzzles. These types of activities encourage fine motor development while also promoting problem-solving and critical-thinking skills.

Draw attention to hand movements:

Drawing attention to hand movements can help children become aware of their fine motor skills. You can do this by encouraging them to watch their hands as they complete tasks or by pointing out their hand movements as they work on a task.

Provide feedback and encouragement:

Providing feedback and encouragement is essential to developing children's fine motor skills. Positive reinforcement can help build confidence and motivate children to continue practicing their fine motor skills. It is important to offer specific feedback that highlights their progress and improvement while also being patient and supportive.

How are fine motor skills related to handwriting?

Fine motor skills are essential for handwriting. Handwriting requires the coordination of small and precise movements of the fingers and hands to form letters and words. Fine motor skills involve the use of small muscles in the hands, fingers, and wrists to make precise movements. These skills enable us to manipulate small objects and perform delicate tasks such as tying shoelaces, buttoning clothes, and using cutlery.

In handwriting, fine motor skills are particularly important for controlling the movement of the pencil and forming legible letters. The ability to hold the pencil correctly and apply the right amount of pressure is crucial for producing clear and readable writing. Fine motor skills are also important for maintaining a consistent size and shape of letters, spacing between words and lines, and for producing neat and tidy handwriting.

Children who struggle with fine motor skills may find it difficult to hold pencils, control the movement of the pencil, and form letters properly. They may also have difficulty with other activities that require fine motor skills, such as cutting with scissors, drawing, or threading beads. These difficulties can lead to frustration and a lack of confidence in their ability to write or perform other tasks that require fine motor skills.

To improve handwriting and fine motor skills, it is important to practice regularly and engage in activities that promote the development of these skills. Activities such as coloring, drawing, painting, and playing with clay or playdough can help to develop the small muscles in the hands and fingers. Practice with writing tools such as pencils, markers, and crayons can also be helpful.

Utilizing tools such as tweezers or chopsticks to pick up small objects can also improve fine motor skills -- we have tons of these activities in our monthly activity boxes. Parents and teachers can work together to create an environment that encourages and supports the development of fine motor skills in children.

Children who struggle with fine motor skills may experience challenges with writing, drawing, and other activities that require the use of the small muscles in their hands and fingers. Encouraging and practicing fine motor skills can improve children's abilities and confidence in these areas, leading to better overall development and success in their academic and personal lives.

You may also like my post about preschool handwriting basics!

What can be done to strengthen a child's fine motor skills.

Here are some practical techniques that parents, caregivers, and educators can employ to enhance a child's fine motor skills:

Play dough:

Playing with playdough is an excellent way to improve a child's fine motor skills. The act of squeezing, rolling, and shaping the dough helps to develop the muscles in their hands and fingers.

Finger painting:

Finger painting is another fun activity that helps to develop fine motor skills. Children can dip their fingers in paint and create different shapes and patterns, which enhances their hand-eye coordination and finger dexterity.

Threading beads or other small objects onto a string or a pipe cleaner is an excellent way to practice hand-eye coordination and finger dexterity.

Cutting activities:

Giving children scissors and allowing them to cut out shapes or pictures from paper helps to develop their hand strength and precision.

Solving puzzles is an excellent way to improve a child's fine motor skills. It helps to strengthen their hand-eye coordination, hand strength, and finger dexterity.

Building blocks:

Playing with building blocks helps to develop hand-eye coordination, hand strength, and finger dexterity. Children can use their hands to stack the blocks and create different structures, which promotes creativity and improves their motor skills.

Similar to building blocks, playing with Legos can enhance a child's fine motor skills. Children can use their fingers to snap the pieces together, improving hand-eye coordination and finger dexterity.

Paper folding:

Origami and other paper folding activities can help to develop fine motor skills. Children can practice precise folds and creases, improving their hand strength and precision.

Writing and drawing:

Practicing writing and drawing can also improve fine motor skills. Children can use pencils or crayons to create different shapes and patterns, strengthening the muscles in their hands and fingers.

It is essential to note that every child develops at their own pace, and some may require more practice than others, so it is vital to be patient with your child and provide them with a supportive and encouraging environment. Parents, caregivers, and educators should also ensure that the activities they choose are age-appropriate and safe for the child.

If figuring out how to incorporate these into your every day feels overwhelming, don't worry, we can help. I created Learning with Kelsey because I realize how much work it is for parents to put together fun activities to support their kid's development. Check out all the options here ! Plus, here’s my simple guide about how to be your child’s teacher. 

What are some of the signs of poor fine motor skills in children?

Difficulty holding a pencil or crayon:.

Children with poor fine motor skills may struggle to hold a writing tool correctly and apply the right amount of pressure. They may also have trouble controlling the pencil or crayon movements, resulting in messy handwriting.

Struggles with basic self-care:

Dressing, feeding, and grooming require fine motor skills. Children who struggle with fine motor skills may find it hard to button their shirts, tie their shoes, or brush their teeth.

Inability to manipulate small objects:

Building blocks, puzzles, and small toys require fine motor control. Children with poor fine motor skills may struggle to manipulate small objects or stack blocks.

Lack of Hand-eye coordination:

Hand-eye coordination involves the ability to use the eyes and hands together. Children with poor fine motor skills may struggle to catch or throw a ball or target an object with a toy.

Poor scissor skills:

Cutting requires a lot of fine motor control, and children with poor fine motor skills may struggle to use scissors effectively.

If you have concerns about your child's development, including their fine motor skills, it is important to speak with their pediatrician or a specialist in child development. An evaluation can help determine if there are underlying issues that need to be addressed, and provide recommendations for appropriate interventions.

Fine motor skills are a fundamental aspect of a child's development, and parents and caregivers play a crucial role in fostering these skills. I wrote more about it here as well. By providing opportunities for children to engage in activities that require the use of their hands and fingers, parents can help their children develop these skills in a fun and engaging way.

Whether it's playing with play dough, coloring with crayons, or using one of our activity boxes, these activities not only develop fine motor skills but also promote creativity and imagination. As children grow and develop, the mastery of fine motor skills will be critical for their academic and personal success, making it vital for parents and caregivers to prioritize the development of these skills in their daily routines.

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Because differences are our greatest strength

What are fine motor skills?

By Gail Belsky

Expert reviewed by Keri Wilmot

At a glance

Fine motor skills are the ability to make movements using the small muscles in our hands and wrists.

People use fine motor skills to do many school- and work-related tasks.

There are things you can do at home to help improve fine motor skills.

Fine motor skills are the ability to make movements using the small muscles in our hands and wrists. We rely on these skills to do key tasks in school, at work, and in everyday life.

These small movements come so naturally to most people that we usually don’t think about them. But fine motor skills are complex. They involve a coordinated effort between the brain and muscles. They’re built on the gross motor skills that let us make bigger movements, like running or jumping.

Here are some examples of when we use fine motor skills:

Holding a pen or pencil

Drawing pictures and writing neatly

Using a keyboard

Using scissors, rulers, and other tools

People also need fine motor skills to do daily tasks like getting dressed and brushing their teeth.

Dive deeper

How fine motor skills develop.

Fine motor skills start developing in infancy, and keep improving as kids get older. Kids don’t all develop at the same pace. But there are milestones they usually reach at different ages.

For instance, at age 5 or 6, kids can typically copy shapes and letters, and use a spoon or fork with ease. By 7 or 8, they can usually tie shoes and button and zip on their own.

Learn more about fine motor skill milestones for different ages.

Trouble with fine motor skills

People can have problems with fine motor skills at any age and for different reasons. When young kids struggle, a common cause is developmental coordination disorder (DCD). It’s sometimes referred to as dyspraxia.

DCD affects fine motor skills, gross motor skills, and motor planning. It’s lifelong, but motor skills can improve. Occupational therapy (OT) can be helpful. Kids may be able to get it for free in school. Adults can work with their doctor to find a therapist who works privately.

Learn more about  how DCD affects fine motor skills .

Next steps for parents and caregivers

If you’re worried about your child’s fine motor skills, talk with your health care provider. You can also reach out to the school to request a free evaluation . Eligible kids can get free occupational therapy through the school. An evaluation can also help you understand your child’s strengths.

There are ways to help your child build motor skills at home, too. Explore:

Activities for younger kids

Activities for older kids

Free tools to help with handwriting

Explore related topics

Fine Motor Skills: A Guide for Special Needs Learning

Pages & Posts

ArticleContent

Posted by Dorothy V.

In the intricate tapestry of child development, fine motor skills form a crucial thread, weaving through the fabric of learning and daily activities.

These skills encompass the coordination of small muscles, enabling tasks like gripping a pencil, buttoning a shirt, or tying shoelaces.

They are fundamental not only for practical tasks but also for cognitive, social, and emotional development. For special needs children, mastering these skills can pose unique challenges, requiring tailored approaches from both parents and teachers.

This blog aims to shed light on the significance of fine motor skills, offering insights and strategies to support the journey of special needs children.

Understanding Fine Motor Skills

A chance conversation with a friend from church brought to light the lack of resources for families with special needs in Ashley's small town. This realization ignited a desire within her to make a positive change. Recognizing the challenges faced by families in similar situations, Ashley embarked on a journey to create a local tribe of support and encouragement.

Fine motor skills are more than just the ability to manipulate objects; they are a gateway to independence and self-expression. From the earliest stages of infancy, children engage in activities that develop these skills, such as grasping objects or exploring textures. As they grow, their abilities become more refined, allowing them to perform tasks like drawing, writing, and using utensils with precision.

However, for special needs children, the development of fine motor skills may encounter hurdles. Common challenges include limited dexterity, coordination difficulties, and sensory sensitivities. These challenges can impact a child's ability to participate in daily activities, interact with peers, and succeed academically. Therefore, early assessment and intervention are crucial to identify and address fine motor deficits effectively.

The Stages of Fine Motor Skill Development

Fine motor skills, essential for intricate movements and precision, undergo a remarkable journey of development throughout childhood. These skills encompass the coordination of small muscles in the hands and fingers, enabling tasks such as writing, buttoning clothes, and manipulating small objects with dexterity.

Understanding the milestones of fine motor development offers valuable insights into the gradual refinement of these abilities as children grow and mature. Fine motor skills develop progressively throughout childhood. Here's a general overview of the milestones you can expect:

Newborn to 3 Months: Newborns explore their world through reflexive grasping. Around 3 months, they begin to reach and swat at objects, demonstrating developing hand-eye coordination.

4 to 7 Months: Babies gain greater control over their grasp and can transfer objects from hand to hand. They explore objects by mouthing and manipulating them.

8 to 12 Months: This stage sees the development of the pincer grasp, allowing babies to pick up small objects between their thumb and index finger. They begin to scribble with utensils.

1 to 2 Years: Toddlers refine their pincer grasp and can use tools like spoons and forks. They start building towers with blocks and explore drawing and painting.

3 to 4 Years: Preschoolers gain dexterity and can hold a pencil with a tripod grasp. They can cut with child-safe scissors, draw shapes, and write simple letters.

5 to 6 Years: Fine motor skills become more refined. Children can write legibly, use tools effectively, and engage in detailed artwork and crafts.

Why are Fine Motor Skills Important?

Fine motor skills play a crucial role in a child's overall learning and development. They impact various aspects, including:

Academic Success: Strong fine motor skills are essential for tasks like holding a pencil, manipulating scissors, and writing neatly. Difficulty with these skills can hinder a child's ability to participate in classroom activities and express themselves through writing.

Imagine this: A child struggling to hold a pencil experiences hand fatigue and frustration during writing exercises. This can lead to a dislike for writing and hinder their ability to express themselves effectively.

Self-Care: From dressing independently to brushing teeth, fine motor skills empower children to manage daily routines. Mastering these tasks boosts their confidence and fosters a sense of accomplishment.

Consider this: A child who can't button their shirt or zip their jacket may rely on an adult for help, impacting their sense of independence.

Social Interaction:Play provides a platform for social development. Fine motor skills enable children to engage in activities like building with blocks, playing with toys, and participating in art projects. These shared experiences strengthen social bonds and communication skills.

For example: A child struggling with manipulating small toys may be hesitant to join in on group play, potentially leading to feelings of isolation.

Cognitive Development: Fine motor skills are intricately linked to cognitive development. The hand-eye coordination involved in manipulating objects stimulates brain pathways associated with problem-solving, memory, and critical thinking.

Think about this: As a child builds with blocks, they are not just creating a structure; they are planning, problem-solving, and developing spatial reasoning skills – all thanks to the intricate interplay of fine motor skills and cognitive function.

Impact on Learning

The influence of fine motor skills on learning is profound and multifaceted. Handwriting, for example, is not merely a means of communication but also a complex motor task that requires coordination, control, and precision. Difficulties in handwriting can impede academic progress, leading to frustration and disengagement.

Similarly, drawing and other artistic activities foster creativity and self-expression, while also promoting fine motor development. When children struggle with these tasks due to fine motor challenges, their cognitive and social-emotional development may also be affected. They may experience feelings of inadequacy or frustration, impacting their self-esteem and overall well-being.

To support learning in children with fine motor challenges, it is essential to implement strategies that accommodate their needs. This may include providing alternative writing tools, incorporating hands-on activities into lessons, and offering additional support and encouragement.

  Strategies for Parents

At home, parents play a crucial role in promoting fine motor development. Simple activities like threading beads, cutting with scissors, or kneading dough can provide valuable opportunities for practice and improvement. By integrating these activities into daily routines, parents can help their children develop essential skills in a supportive and familiar environment.

Collaboration with educators and therapists is also essential. By sharing information about their child's strengths, challenges, and progress, parents can ensure that everyone involved in their child's care is working towards common goals. Together, parents, teachers, and therapists can develop strategies to address fine motor challenges effectively, ensuring that children receive the support they need to succeed.

Here are some activities that may help your child improve their fine motor skills: 7 Simple Core Strength Activities To Improve Fine Motor Skills For Kids

  Strategies for Teachers

In the classroom, teachers play a pivotal role in supporting students with fine motor difficulties. This may involve implementing accommodations and modifications to make learning more accessible, such as providing alternative writing tools or allowing extra time for assignments. Teachers can also incorporate hands-on activities into lesson plans, giving students opportunities to practice and improve their fine motor skills in a supportive environment.

Collaboration with parents and specialists is essential for ensuring that students receive comprehensive support. By working together, teachers can gain valuable insights into each student's individual needs and tailor their approach accordingly. This collaborative approach fosters a sense of community and support, ensuring that every student has the opportunity to thrive.

For more simple hand strengthening activities for kids that may help improve their fine motor skills, visit our Lakikid Blog: 13 Simple Hand Strengthening Activities To Improve Fine Motor Skills For Kids

  Assistive Technology and Tools

Assistive technology has become increasingly vital in fostering fine motor development. Innovations like stylus pens or speech-to-text software serve as adaptive tools, aiding students in overcoming learning and communication obstacles. It's crucial to carefully assess each student's individual requirements and capabilities when choosing assistive technology. Additionally, integrating practical tools like Lakikid’s fidget bubble pop or fidget marble maze can further enhance engagement and motor skills development, both in educational settings and at home.

For quality toys specifically designed to promote fine motor skills, we here at Lakikid, is a trusted company known for our innovative products in this field. You may visit our website at:

www.lakikid.com

  Frequently Asked Questions

1. How can I tell if my child is experiencing fine motor challenges?

Fine motor challenges may manifest in various ways, such as difficulty holding utensils, struggling to manipulate small objects, or exhibiting poor handwriting. If you notice persistent difficulties in these areas, it may be beneficial to consult with a pediatrician or occupational therapist for further evaluation.

2. What are some activities I can do at home to support my child's fine motor development?

There are many simple activities you can incorporate into your daily routine to promote fine motor skills, such as playing with playdough, stringing beads, or practicing scissor skills. Encouraging activities that involve hand-eye coordination and finger dexterity can help strengthen your child's fine motor abilities.

3. How can I collaborate effectively with my child's teachers and therapists?

Open communication is key to effective collaboration. Share information about your child's strengths, challenges, and preferences, and be receptive to feedback and suggestions from educators and therapists. Together, you can develop a comprehensive support plan tailored to your child's needs.

4. What assistive technology options are available for children with fine motor challenges?

•   There are various assistive technology tools and devices designed to support fine motor development, such as adaptive writing aids, specialized keyboards, and touchscreen devices with accessibility features. It's essential to explore different options and find the ones that best meet your child's needs and preferences

  Conclusion

As we navigate the complex terrain of fine motor development, it is essential to remember that every child is unique. By understanding the significance of fine motor skills and implementing targeted strategies to support their development, parents and teachers can help special needs children overcome challenges and succeed in both academic and everyday life. Through collaboration, advocacy, and ongoing support, we can create inclusive environments where every child has the opportunity to thrive.

ABOUT THE AUTHOR

Dorothy Vega

Dorothy is a passionate creative writer who writes to create engaging & clear content for different advertising channels, businesses and websites for six years specializing in eCommerce copywriting.

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Fine-Motor Skills: Everything You Need to Know

• How to Improve

When to Talk to a Doctor

Frequently asked questions.

Fine-motor skills are movements that require coordination of the fingers, hands, and wrists to complete everyday tasks. Fine-motor skills require manual dexterity and start to develop in babies and young children, improving over time with maturity. 

This article reviews examples of fine-motor skills, the typical timeline of their development, and ways to improve them.

Alexandra Jursova / Getty Images

Examples of Fine-Motor Skills

Fine-motor skills are used every day to complete self-care tasks, activities of daily living (ADLs), and school and work-related duties. Examples of fine-motor skills include:

• Brushing your teeth
• Writing with a pencil
• Using a fork or spoon
• Cutting with a knife or scissors
• Buttoning a shirt
• Zipping a zipper
• Turning a key
• Turning a doorknob
• Turning the pages of a book
• Tying shoelaces

Fine-Motor Skills vs. Gross-Motor Skills

Fine-motor skills require coordination of the small muscles and joints of the fingers, hands, and wrists. Gross-motor skills require larger muscles and joints to coordinate the movement of the arms, legs, and body.

Timeline of Development

Babies start to develop fine-motor skills at 1 or 2 months old, and they refine fine them and learn new ones as they grow. Advanced fine-motor skills take a longer time to develop, such as those used to play an instrument or create certain types of art, and can continue to develop into the adult years.

Children typically accomplish certain fine-motor skills along a predicted timeline with milestones at different ages. 

At 2 months old, a child should be able to do the following:

• Open their hand from a closed fist
• Hold their hands together
• Hold onto a rattle if placed in their hand

At 4-6 months old, a child should be able to do the following:

• Reach for objects
• Hold an object placed in the palm of the hand
• Transfer objects between the mouth and hands

At 8 months old, a child should be able to do the following:

• Grasp small objects in their fingers
• Remove an object from a cup
• Bang a spoon on a surface

10–12 Months

At 10–12 months old, a child should be able to do the following:

• Grasp or pinch an object between the thumb and index finger
• Throw objects
• Stir with a spoon

At 1–2 years old, a child should be able to do the following:

• Hold a crayon
• Attempt to stack two cubes

At 2–3 years old, a child should be able to do the following:

• Make a "train" of cubes
• Stack cubes
• Brush their teeth with assistance
• Put on a coat without assistance

At 3–4 years old, a child should be able to do the following:

• Put beads on a string
• Eat independently
• Unbutton buttons
• Pour liquid from one container to another
• Draw objects

At 4–5 years old, a child should be able to do the following:

• Cut with scissors
• Write their first name
• Dress themselves
• Wipe after going to the bathroom

At 5–6 years old, a child should be able to do the following:

• Use clothespins to transfer small objects
• Bathe independently
• Write their first and last name

6 Years and Up

At age 6 and up, a child should be able to do the following:

• Tie their shoes
• Copy drawings of a flag
• Write short sentences

Ways to Improve Fine-Motor Skills

You can improve a child's fine-motor skills by giving them opportunities to do the following:

• Put together puzzles
• Help set the table
• Draw or scribble
• Cut with child-safe scissors
• Open and close containers with lids

Adults can lose their ability to perform fine-motor skills from acquired hand and finger weakness from aging, different forms of arthritis , and neurological conditions like strokes and Parkinson’s disease . Practicing hand and finger exercises, along with attending occupational therapy , can improve fine-motor skills.

If you notice that your child isn't meeting milestones, you should talk with your healthcare provider. Certain conditions like autism spectrum disorders , cerebral palsy , Down syndrome , muscular dystrophies , and others can affect a child’s ability to perform fine-motor movements.

Aging and neurological conditions can also affect your coordination and ability to complete fine-motor tasks. If you have difficulty with the daily tasks of living, talk with your healthcare provider. Occupational therapy can be beneficial for practicing and improving fine-motor movements.

Fine-motor skills are movements that require coordination of the fingers, hands, and wrists to grab, hold, and manipulate objects in order to complete everyday tasks, such as brushing your teeth, bathing, eating, writing/drawing, and getting dressed.

Babies and young children typically follow a general timeline for developing fine-motor skills but may take longer if they have certain health conditions. If you are concerned about your child’s fine-motor skills or your own, working with an occupational therapist can help.

A Word From Verywell 

Performing fine-motor skills are crucial for maintaining independence with everyday tasks and activities of daily living. If you notice that you are losing your ability to perform fine-motor skills or if your child has difficulty with or is taking longer than expected with learning fine-motor skills, talk with your healthcare provider about starting occupational therapy.

Fine-motor skills require coordination of the small muscles and joints of the fingers, hands, and wrists, while gross-motor skills require coordination of larger muscles and joints to coordinate movement of the arms, legs, and body.

Examples of fine-motor skills include brushing your teeth, holding a pencil/pen to write, using a fork or spoon to feed yourself, cutting with a knife, buttoning a shirt, zipping a zipper, typing on a computer, cutting with scissors, turning a key in a lock, turning a doorknob, turning the pages of a book, and tying shoelaces.

Fine-motor skills can decline with age due to lack of use and acquired muscle weakness affecting coordination of the hands and fingers.

Providing different types of toys that involve pressing buttons, turning knobs, opening or closing lids, placing objects through holes, and fitting puzzle pieces together can help your child develop fine-motor skills as well as encouraging your child to participate in arts and crafts and tasks around the home, like cooking and cleaning.

Scharf RJ, Scharf GJ, Stroustrup A. Developmental milestones . Pediatr Rev (2016) 37 (1): 25–38. doi: 10.1542/pir.2014-0103

National Association for the Education of Young Children. Help your child build fine motor skills .

Moving With Hope. What does an occupational therapist do for adults?

Choo YY, Agarwal P, How CH, Yeleswarapu SP. Developmental delay: identification and management at primary care level . Singapore Med J . 2019;60(3):119-123. doi:10.11622/smedj.2019025

By Kristen Gasnick, PT, DPT Dr. Gasnick, PT, DPT, is a medical writer and physical therapist at Holy Name Medical Center in New Jersey.

• Lora Langston, Author
• _Social Studies

Sensory Play: Art Develops Critical Thinking, Reasoning, and Fine Motor Skills

Creative outlets like art and dramatic play stimulate children's brains with reasoning, critical thinking, and advancing fine motor skills.

Lora is a homeschooling mom, writer, creator of Kids Creative Chaos, and Director of the Play Connection.

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The art of creating: why art is important for early childhood development.

Kylie Rymanowicz, Michigan State University Extension - January 22, 2015

Art exploration is not only fun and entertaining, but also educational. Here are some tips for growing your budding artist.

Children are naturally curious. From the minute they gain control of their limbs, they work to put themselves out into the world to see how it all works. They explore, observe and imitate, trying to figure out how things operate and how to control themselves and their environments. This unrestricted exploration helps children form connections in their brain, it helps them learn—and it’s also fun.

Art is a natural activity to support this free play in children. The freedom to manipulate different materials in an organic and unstructured way allows for exploration and experimentation. These artistic endeavors and self-directed explorations are not only fun, but educational as well. Art allows youth to practice a wide range of skills that are useful not only for life, but also for learning.

Skills youth practice when participating in art activities include:

• Fine motor skills . Grasping pencils, crayons, chalk and paintbrushes helps children develop their fine motor muscles. This development will help your child with writing, buttoning a coat and other tasks that require controlled movements.
• Cognitive development . Art can help children learn and practice skills like patterning and cause and effect (i.e., “If I push very hard with a crayon the color is darker.”). They can also practice critical thinking skills by making a mental plan or picture of what they intend to create and following through on their plan.
• Math skills. Children can learn, create and begin to understand concepts like size, shape, making comparisons, counting and spatial reasoning.
• Language skills. As children describe and share their artwork, as well as their process, they develop language skills. You can encourage this development by actively listening and asking open-ended questions in return. It is also a great opportunity to learn new vocabulary words regarding their project (i.e., texture).

In addition to helping youth develop important skills, free expression is also good for overall health and well-being. Giving your child a creative outlet can help relieve stress and work through things happening in their lives. By encouraging artistic expression, you can help facilitate learning.

Want to support your child’s artistic journey? Here are a few tips from Michigan State University Extension :

Talk with your child about their work. It’s often hard to decipher a child’s drawings, even though the child knows exactly what it is. When we ask, “What is it?” we are saying that it should look like something we’d recognize. Instead, ask open-ended questions like “Tell me about your picture.” You can also describe specific things your child is doing by saying things such as, “You’re making short lines, I see you are using red, green and blue.” You can also describe the actions your child is taking or the materials they are using by saying things such as, “You are using a soft paintbrush, I noticed you are making small circles, you are using two crayons at the same time!”

• Imitate your child . Instead of drawing your own picture, sit down with your child and imitate their actions. Make big scribbles, small lines or practice drawing circles. If your child is focused on what you are drawing or how “good” your picture is, they are less likely to be imaginative and creative on their own.
• Provide choices . Gather a wide range of materials for your child to use like paint, colored pencils, chalk, play dough, markers, crayons, oil pastels, scissors and stamps. Mix it up by bringing in unexpected materials like Q-tips, dinosaurs, dry pasta or beans.
• Support, don’t lead. Have you ever noticed that activities become much less fun when they are dictated by someone else? The same goes for kids—let them decide what materials they want to use and how and when to use them. Maybe they want to peel the paper off a crayon and use it lengthwise on the paper, instead of writing with the tip.
• Keep it open-ended. Instead of sitting down with a specific plan or outcome in mind, let your child explore, experiment and use their imaginations. They might make a big mess or change their mind several times—this is all part of the creative process.
• Focus on the process, not the product . Encouraging your child in the action of unstructured art helps them work with intrinsic motivation. It teaches them to express themselves freely, without worrying about what others think. If a lot of attention is given to the final product or we spend a lot of energy praising the end result, a child may be more likely to do things to get your approval instead of doing what they want to do. Part of focusing on the process involves encouraging effort; exploration and effort are more important than the end product. Notice their hard work!
• Let it go. As long as a child is safe (i.e., not running with scissors), let them explore. They may spend the majority of the time sharpening colored pencils instead of actually drawing with them. Children learn through playing, exploring and trial and error. When we give them freedom to discover, they are learning to create and experiment in new and innovative ways.

Get your child creating and learning—all you’ll need is a paintbrush and an open mind.

For other articles on child development, parenting and more, visit the MSU Extension website.

This article was published by Michigan State University Extension . For more information, visit https://extension.msu.edu . To have a digest of information delivered straight to your email inbox, visit https://extension.msu.edu/newsletters . To contact an expert in your area, visit https://extension.msu.edu/experts , or call 888-MSUE4MI (888-678-3464).

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Effects of Physical Activity on Motor Skills and Cognitive Development in Early Childhood: A Systematic Review

1 School of Kinesiology, University of Minnesota-Twin Cities, 1900 University Ave. SE, Minneapolis, MN 55455, USA

2 Department of Physical Education, Qujing Normal University, Sanjiang Road, Qujing, Yunnan 655011, China

Mohammad Ayyub

3 College of Biological Sciences, University of Minnesota-Twin Cities, Minneapolis, MN, USA

Haichun Sun

4 College of Education, University of South Florida, 4202 E. Fowler Avenue, EDU105, Tampa, FL 33620-5650, USA

5 Department of Physical Education, College of Education, Zhejiang University, 148 Tianmushan Road, Hangzhou 310028, China

6 College of Education and Human Development, Texas A&M University, Harrington Education Center Office Tower, 4222 TAMU, 540 Ross Street, College Station, TX 77843, USA

This study synthesized literature concerning casual evidence of effects of various physical activity programs on motor skills and cognitive development in typically developed preschool children.

Electronic databases were searched through July 2017. Peer-reviewed randomized controlled trials (RCTs) examining the effectiveness of physical activity on motor skills and cognitive development in healthy young children (4–6 years) were screened.

A total of 15 RCTs were included. Of the 10 studies assessing the effects of physical activity on motor skills, eight (80%) reported significant improvements in motor performance and one observed mixed findings, but one failed to promote any beneficial outcomes. Of the five studies investigating the influence of physical activity on cognitive development, four (80%) showed significant and positive changes in language learning, academic achievement, attention, and working memory. Notably, one indicated no significant improvements were observed after the intervention.

Conclusions

Findings support causal evidence of effects of physical activity on both motor skills and cognitive development in preschool children. Given the shortage of available studies, future research with large representative samples is warranted to explore the relationships between physical activity and cognitive domains as well as strengthen and confirm the dose-response evidence in early childhood.

1. Introduction

Physical activity is fundamental to the early development of each child and affects many aspects of a child's health [ 1 ]. Contemporary health organizations propose that higher levels of physical activity in school-aged children are associated with important short- and long-term health benefits in physical, emotional, social, and cognitive domains across the life span [ 2 – 4 ]. As such, it is vital to integrate physical activity into the lives of children and set the foundation in facilitating and maintaining a healthy, active lifestyle throughout adulthood [ 5 ]. It has been reported that more than 41 million young children under the age of 5 were overweight or obese in 2014, worldwide [ 6 ]. The health implications of physical activity during early childhood cannot be disregarded; therefore, it is warranted to investigate the relationships between physical activity and health outcomes and cognition in early ages.

Although early childhood represents a critical period to promote physical activity, the long-term health benefits of being physically active from early ages have yet to be confirmed [ 7 ]. It is suggested that promoting physical activity in early childhood may help develop motor skills [ 8 ]. This postulation is echoed by evidence showing a reciprocal relationship, albeit cross-sectionally, between physical activity and motor development [ 9 – 12 ]. In fact, motor skills in young children are considered to be linked with various health outcomes such as adiposity [ 13 ], self-esteem [ 14 ], cardiorespiratory fitness [ 15 ], and cognition [ 16 ], among others. Hence, developing and implementing effective interventions to improve young children's motor skills have become a priority. As studies examining the effects of physical activity on motor skills continue to increase in frequency, a more recent and thorough review is needed. Although a review study on the topic is available from 2009 [ 17 ], the authors failed to include only randomized controlled trials (RCTs), indicating cause-effect relationships cannot be inferred. In addition, the article defined preschool-aged children as aged under 5 years old, which is quite different from national or international interpretation. Therefore, the effectiveness of physical activity interventions on motor skills in this population is still unclear.

Today, advances in neuroscience have generated substantial progress in connecting physical activity to brain structure and cognitive development [ 18 ]. It is hypothesized that physical activity has a positive effect on cognitive functions, which is partly due to the physiological changes in the body. For example, increased levels of brain-derived neurotrophic factor (BDNF) can facilitate learning and maintain cognitive functions by improving synaptic plasticity and serving as a neuroprotective agent, which leads to improved neuroelectric activity and increased brain circulation [ 19 ]. It is also suggested that one's motor skills may influence cognitive development given that motor and cognitive skills have several common underlying processes, including sequencing, monitoring, and planning [ 20 ]. In addition, both motor and cognitive skills may have a similar developmental timetable with accelerated development during childhood [ 21 ]. In fact, the literature consistently reports that increased physical activity time in school has no detrimental effect on academic performance and may even enhance academic attainment, executive functions, and on-task behaviors in children and adolescents [ 19 , 22 – 25 ]. In addition, emerging evidence suggests that active children tend to have better health and cognitive outcomes when compared to their less active peers [ 7 ]. While interest in the relationship between exercise and cognitive functioning has grown over the past decade, the literature concerning the benefits of physical activity on cognition has been addressed in research with older children or adults for the most part. Regrettably, to date, there has been no known comprehensive review specifically examining the effectiveness of physical activity on cognitive outcomes in early childhood.

Early childhood is the most critical and rapid period of complete and healthy motor and cognitive development in human life [ 26 ]; increased physical activity may provide motor and cognitive benefits across childhood and adolescence [ 17 , 27 ]. Therefore, gaining a better understanding of physical activity's potential in improving motor skills and cognition in young children is critical and can inform pediatricians and other health professionals regarding its efficacy as an intervention strategy. There is an urgent need to synthesize RCT studies to definitively establish the presence of effects of physical activity on motor skills and cognitions as well as identify the dose-response relationships for the population of preschool children. Therefore, the purpose of this paper was to systematically evaluate the available evidence examining the effects of physical activity on motor skills and cognitive development in healthy preschool children. Specifically, this systematic review aims to identify, synthesize, and interpret the best available evidence for minimal and optimal amounts of physical activity needed to promote motor skills and cognitive development among children aged 4–6 years. Further, this review attempts to help inform scholars and health professionals concerning the benefits of regular physical activity participation and the development of evidence-based physical activity guidelines for this age group.

2. Materials and Methods

The Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) 2015 statement was consulted and provided the structure for this review [ 28 ].

2.1. Operational Definition

For the purposes of this review, the terms to be used throughout the paper are defined as follows:

Physical activity: any bodily movement produced by skeletal muscles that requires energy expenditure [ 3 ], including exercise, active games, and sports programs.

Motor skills: learned sequences of movements that are combined to produce a smooth, efficient action in order to master a particular task [ 29 ]. Different categories of motor skills are distinguished in the current review, including fine and gross motor skills, locomotor and object control skills, and body coordination. Notably, the categories are not exclusive, and as such, motor skills from one category may contain elements of other categories [ 16 ].

Cognition: the set of mental processes of acquiring knowledge and understanding that contribute to perception, memory, intellect, and action [ 18 ]. Different aspects of cognitive functioning were included in this review, such as academic achievement, executive function, learning, language, concentration/attention, memory, and intelligence quotient (IQ).

Preschool children: according to Kail (2011) [ 30 ], preschoolers are defined as between 4 and 6 years of age.

2.2. Information Sources and Search Strategies

The electronic databases used for the literature search included Academic Search Complete, Communication and Mass Media Complete, Education Resources Information Center (ERIC), Google Scholar, Medline, PsycInfo, PubMed, Scopus, SportDiscus, and Web of Science. The literature search was conducted by the coauthors as a collaborative effort of the research team. Search terms were discussed among the research team and used in combination: (“physical activity” OR “physical education” OR “exercise” OR “sports program”) AND (“motor skill” OR “motor skill competency” OR “motor performance” OR “motor function” OR “motor abilities” OR “motor development” OR “motor coordination” OR “fine motor skills” OR “gross motor skills” OR “locomotor skills” OR “object control skills”) AND (“cognition” OR “cognitive performance” OR “cognitive functions” OR “cognitive abilities” OR “academic achievement” OR “executive function” OR “learning” OR “language” OR “attention” OR “on-task behavior” OR “memory” OR “intelligence” OR “IQ”).

2.3. Eligibility Criteria

The following inclusion criteria were used for each study: (1) published in English between January 2000 and July 2017 as peer-reviewed empirical research; (2) sample which was comprised of healthy preschool children (mean age between 4 and 6 years) without chronic diseases and/or physical and mental impairments (e.g., motor disability, autism spectrum disorders, and brain dysfunction); (3) used quantitative measures in the assessment of motor skills and cognitive outcomes; (4) study design which was RCT that assessed the effects of a physical activity or exercise-based intervention. Other study designs, such as cohort and observational studies, were retrieved but excluded in the analysis.

2.4. Data Extraction

Three reviewers (NZ, MA, and ZG) independently screened the articles by assessing the article titles. If the reviewers were unable to determine the relevance of an article to the topic, then the abstract was evaluated. Data extraction was completed by one reviewer (MA) and checked by another (NZ) for accuracy. A list of published articles on the topic was then created in a Microsoft Excel spreadsheet. The following information was extracted: (1) year of publication and country of origin; (2) methodological details (e.g., study design, experimental context, sample characteristics, study duration, type of physical activity, outcome measures, and instruments); and (3) key findings with respect to the effectiveness and potential of physical activity on motor and cognitive development (e.g., improved motor performance and reported changes in executive function and on-task behavior). Finally, relevant studies were further identified through cross-referencing the bibliographies of selected articles. Notably, reviewers were not blinded to the authors or journals, and no attempts were made to contact study investigators or correspondents to acquire any information missing from the included articles.

2.5. Risk of Bias in Individual Studies

To assess the risk of bias in each study, two reviewers (MA, NZ) independently rated each study on an 8-item quality assessment tool (see Table 1 ) used in previous literature [ 31 – 33 ]. Each item within each study was rated as “positive” (when the item was explicitly described and present) and “negative” (when the item was inadequately described or absent). Two reviewers (MA, NZ) separately scored each study to ensure reliable scoring of the quality assessment. Unresolved differences were evaluated by a third reviewer (ZG) when disagreements occurred between the two reviewers. Finally, the final score for each study was calculated by summing up the all “positive” rates. A study was considered high-quality study design when scored above the median score following the scoring of all studies.

Design quality analysis.

Note . “+” refers to positive (explicitly described and present in details); “−” refers to negative (inadequately described and absent); “Yes” indicates significant positive effect; NA indicates no significant effect; +/NA represents significant improvements which were found on several measures while no significant effects were observed on other measures; median score = 7.

3.1. Study Selection

A total of 623 articles were identified through a search of the databases. After removing duplicates, titles and abstracts of the remaining articles were screened and further identified as potentially meeting the inclusion criteria. An additional 2 studies were located through the search of reference lists. Following a thorough assessment of the full-text articles, 15 studies fully met the inclusion criteria and were included in this review (see Figure 1 ). Reasons for excluding articles included ineligible age, special populations, no measures of motor skills and cognitive development, and non-English language articles. Notably, a high interrater agreement (14 out of 15, 93%) of the articles included was obtained between the authors.

PRISMA flow diagram of studies through the review process. ∗ Reasons for study exclusion included ineligible age, special populations, no measures of motor skills and cognitive development, and non-English language articles. Many studies were excluded for multiple reasons.

3.2. Study Characteristics

The characteristics of the included studies are shown in Table 2 . Among the 15 RCTs, 10 examined the effects of physical activity on motor skills [ 34 – 43 ] and five assessed the impact of physical activity on cognitive development [ 27 , 44 – 47 ]. The studies were conducted in different countries: 5 in Australia [ 37 , 38 , 43 , 45 , 46 ], 4 in the United States [ 35 , 41 , 42 , 44 ], 2 in Switzerland [ 36 , 47 ], 2 in the United Kingdom [ 27 , 40 ], 1 in Canada [ 34 ], and 1 in Finland [ 39 ]. Among these studies, 10 were conducted in childcare center [ 34 – 38 , 40 , 41 , 43 , 45 , 46 ], 3 were conducted in school settings [ 27 , 44 , 47 ], 1 was conducted at home [ 39 ], and 1 was conducted in a laboratory setting [ 42 ]. Notably, most of the studies were published after 2010, except for three studies that were published in 2006 [ 40 ], 2008 [ 44 ], and 2009 [ 41 ], indicating research concerning physical activity interventions on motor skills and cognitive development in preschool children is a young, yet expanding, scientific field.

Descriptive characteristics of included RCTs.

In addition, a relatively large variability in sample size and intervention was observed across studies, with the sample varying from 40 to 625 and intervention length ranging from 4 weeks to 12 months. The exposure in the majority of studies was a physical activity/exercise program or class, while the control group or condition was either usual care or regular school curriculum. The measurement tools used for motor skill and cognitive development outcomes varied across studies but were typically assessments directly completed by children or direct observations made by trained research assistants. Fine and gross motor skills, locomotor and object control skills, executive function, attention, and memory were the most commonly assessed measures of motor performance and cognitive outcomes. Given the heterogeneity of exposures and outcomes, a meta-analysis was unattainable.

3.3. Quality and Risk of Bias Assessment

In this review, all included studies were activity-based interventions. Following the ratings of the 8-item quality assessment tool, the design quality and risk of bias for each study were rated from 5 to 8 (see Table 1 ). Specifically, 2 studies received an overall rating of strong quality/low risk of bias (a study was considered of high quality when scored above the median score of 7 following the scoring of all studies), 7 studies received an overall rating of moderate quality/medium risk of bias, and 6 studies received an overall rating of weak quality/high risk of bias. Notably, all studies succeeded in retaining at least 70% of the participants. The most common issues with the study quality and risk of bias were related to follow-up measurements, power calculations for appropriate sample sizes, and missing data interpretation.

3.4. Measurement Protocol

Various types of instrument were used to measure motor skills and cognitive functioning. Specifically, the most common used instrument in assessing children's motor skills was Test of Gross Motor Development-Second Edition (TGMD-2), followed by Peabody Developmental Motor Scales-Second Edition (PDMS-2), Zurich Neuromotor Assessment (ZNA), Körperkoordinationstest für Kinder (KTK), and the Gross Motor Function Measure (GMFM). In addition, cognitive abilities such as attention, memory, language, and academic achievement were evaluated via The Woodcock-Johnson III Tests of Achievement NU (WJ-III ACH), Cambridge Neuropsychological Test Battery (CANTAB), Attention Network Test (ANT), Cognitive Assessment System (CAS) and Connor's Parent Rating Scale (CPRS), Free-Recall and Cued Recall Tests, Konzentrations-Handlungsverfahren für Vorschulkinder (KHV-VK), and the Intelligence and Development Scales (IDS). Notably, measurement tools used for motor skills and cognitive functioning varied across studies. Typically, assessments were directly completed by children or through direct observations made by trained research assistants. Although different instruments were used across various studies, validities of these assessments have been proven when being applied to preschool children in school setting ( Table 1 ).

3.5. The Effectiveness of Physical Activity on Motor Skills

Of 10 studies examining the effects of physical activity on preschool children's motor skill outcomes, eight (80%) reported significant improvements in motor development (e.g., fundamental motor skills and motor abilities) following activity-based interventions [ 34 , 35 , 37 – 41 , 43 ]. Notably, one study [ 42 ] had mixed findings, observing remarkable enhancements on several variables (i.e., single leg stance test, right grip strength, and left grip strength), with no significant effects found for other outcomes after a Nintendo Wii Sports-based treatments (twice a week × 30 minutes per session for 10 weeks), including gait speed, timed up and go test, five-times-sit-to-stand test, timed up and down stairs test, 2-minute walk test, and gross motor skills assessed by the Gross Motor Function Measure (GMFM). Although significant changes in other outcome measures were not seen between the study groups, there were trends towards greater improvements in the intervention group compared to the control group [ 42 ]. It is also worth noting that not all included studies support the effectiveness of physical activity on motor skill development. A governmentally led physical activity program failed to promote any beneficial motor performance outcomes (i.e., climbing up and down the stairs; running; balancing; getting up; and landing after jumping) [ 36 ]. The researchers of this particular study highlighted the complexity of implementing physical activity interventions outside of a study setting and urge future similar studies to improve on existing programs [ 36 ].

3.6. The Effectiveness of Physical Activity on Cognitive Development

Five studies investigated the effects of physical activity on cognitive development in preschool children. Measurements of cognition considered a wide range of cognitive outcomes, including language, academic achievement, attention, working memory, and executive functioning. Amidst these studies, four demonstrated positive effectiveness of activity-based interventions on cognitive functioning while one failed to find significant improvements following a multidimensional lifestyle intervention. Specifically, one study employing a “Tools of the Mind” curriculum guided by the Social Cognitive Theory reported that the experimental group with a strong emphasis on play was found to increase executive functioning, social behavior, language, academic success, and literacy growth compared with control group that used the general education curriculum [ 44 ]. In addition, a school-based intervention suggested that children who participated in aerobically intense physical education had significant increases in aspects of cognition and executive functioning when compared to their peers exposed to standard physical education, indicating that the greater degree of neural plasticity of young children may have the most to gain from increased physical activity [ 27 ]. Similarly, two studies found that cognitive outcomes were highest in the integrated condition (involving task-relevant physical activities) and higher in the nonintegrated condition (involving task-irrelevant physical activities) than in the control condition (involving the predominantly conventional sedentary style of teaching) [ 45 , 46 ]. Although a majority of the included studies (80%) support the claim that physical activity promotes cognition in preschool children, one study failed to observe significant changes in young children's attention and spatial working memory after a 10-month multidimensional lifestyle intervention [ 47 ]. Notably, cognitive functioning in this study was assessed as a secondary outcome.

4. Discussion

The purpose of the current study was to comprehensively evaluate all published RCTs regarding the effects of physical activity on motor skills and cognitive development in apparently healthy preschool children, as well as to provide a synthesis of the current evidence regarding cause and effect relationships. Fifteen studies were included for the final analysis. Findings revealed that increased physical activity had significant beneficial effects on 80% of studies assessing motor skills and cognitive development. Notably, no study found that increased or higher duration/frequency of physical activity had significant detrimental effects on young children's motor skills and cognitive development. Overall, the present systematic review confirms the effectiveness of physical activity; however, the findings were based on a small number of included studies. More studies with larger sample sizes, therefore, are warranted.

Early childhood is considered a critical time period for establishing healthy behaviors such as physical activity [ 48 ]. Physical activity programs provide young children with the milieu for motor skill development, with motor skills being the foundation for physical activity during early years and subsequent years [ 38 ]. Young children today are showing insufficient proficiency in their motor skills [ 49 ]. Indeed, early childhood settings play a significant role in the promotion of physical activity participation and motor skill development since these settings generally have the resources to implement physical activity and motor skill programs [ 48 , 50 ]. Therefore, interventions to improve young children's motor skills and physical activity have been a priority. Notably, one previous systematic review has examined the effects of activity-based interventions on young children' motor development [ 17 ], highlighting the fact that nearly 60% of the included studies ( N = 17) reported statistically significant improvements at follow-up. However, the majority of included studies ( n = 12) in that review were quasi-experimental designs. As such, causality with regard to physical activity and motor skills in preschool children is controversial. In addition, of the five included RCTs, two were unpublished doctoral dissertations, and two were published in 1990 and 1996, respectively. As the review was published in 2009 and this area has since received increasing research interest, a more recent and thorough review study is warranted.

The current review included 10 RCTs on the topic of physical activity and motor skills in preschool children. Relative to the question of whether physical activity is causally linked to motor skills, most of the studies ( n = 8, 80%) have clearly interpreted positive effects of physical activity on motor skills [ 34 , 35 , 37 – 41 , 43 ]. However, it is worth noting that not all included RCTs support the positive effectiveness of physical activity on motor skill development. For example, one study observed mix findings of significant improvements on single leg stance test and grip strength test while no beneficial effects were found for other motor performance tests following a Wii Sports treatment [ 42 ]. Although no significant changes were detected in other outcome measures, trends towards greater enhancements in the experimental group emerged [ 42 ]. In addition, a 9-month governmentally led physical activity program did not result in increased motor skill performance [ 36 ]. One possible explanation for these different findings would be that the intervention did not provide participants with a sufficient physical activity dose. It is also possible that the modest sample size may have contributed to the decrease in the significance of these measures. Of the eight efficacious RCTs, intervention length ranged from 9 weeks to one year with more than half of the interventions being longer than 5 months. Notably, most treatments used supervised physical activity programs of approximately 30 minutes for 3 times per week at a childcare or home-based setting. In fact, effectiveness of physical activity programs may be affected by many factors during implementation and assessment stages. Given the fact that each RCT was uniquely distinct in intervention delivers, content, instructional methods, and measurements and that no precise mandatory demands were made by most studies with regard to the physical activity dose, it is difficult to identify specific intervention components that contributed to effectiveness. Nonetheless, strong evidence from these 8 efficacious RCTs suggests that a greater amount of physical activity led by teachers or parents would be necessary to achieve more beneficial effects on young children's motor skill development in ordinary, daily circumstances. This allows for conclusions to be drawn concerning cause and effect relationships between physical activity and motor skills in preschool children. Overall, evidence regarding the effectiveness of physical activity interventions on motor skill development is strong. Nevertheless, identifying the dose of physical activity intervention that aims to improve preschool children's motor skills should be the focus of future research.

Early childhood is considered one of the most critical and intensive periods of brain development throughout the human lifespan [ 50 ], and habitual physical activity is a key determinant of cognition during childhood [ 8 ]. Today, a growing body of literature suggests that physical activity has beneficial effects on cognitive development, such as attention, working memory, classroom behavior, and academic achievement among children and youth [ 51 – 54 ]. In addition, it is believed that motor skills and cognitive development are closely related as both motor and cognitive skills have several common underlying processes including sequencing, monitoring, and planning [ 20 ]. Recent literature has reviewed relationships between motor skills and cognition in 4–16 year children and suggested that weak-to-strong relations exist between two variables [ 16 ]. The authors concluded that complex motor intervention programs may be necessary to stimulate motor skills and higher order cognitive development in children. Regrettably, there is no literature available investigating the effects of motor skill intervention on cognitive development in young children. In contrast, the use of a physical activity intervention has generated substantial public interest for young children's cognitive development. One recent study has reviewed the relationships between physical activity and cognitive development during early childhood (birth to 5 years) [ 53 ]. The authors concluded that physical activity may have beneficial effects on cognitive development during early childhood. However, six of the seven included studies were rated weak quality with a high risk of bias in the review, and no RCT studies were included. That is, the effectiveness of physical activity on preschool children's cognitive development is still unknown.

Five RCTs examining cause and effect relationships of physical activity and cognitive development were included in the current review. In general, evidence of the effectiveness of physical activity on preschool children's cognitive outcomes is favorable, with four studies (80%) [ 27 , 44 – 46 ] indicating positive effects while one study reported no effect [ 47 ]. The finding of the present review is in line with previous reviews indicating a positive association in the same direction among children, youth, and adults [ 55 , 56 ]. Although research evidence in other age groups supports the importance of physical activity for cognitive health, findings in older children and adults cannot be generalized to preschool children given the unique developmental differences across age groups [ 53 ]. Our study, therefore, is worthwhile in presenting solid evidence to the field. Of the four efficacious RCTs, one observed significant changes in language and academic achievement after 8-month treatment [ 44 ], one found improvements in cognitive functions test after 10 weeks [ 27 ], and two showed increased learning and working memory following a 4-week intervention [ 45 , 46 ]. Three studies involved task-relevant physical activities [ 44 – 46 ] while one used aerobically intense physical education (2 hours/week × 10 weeks) [ 44 ]. Nevertheless, one study employing a multidimensional lifestyle intervention (i.e., physical activity, nutrition lesson, media use, and sleep management) failed to improve children's attention and spatial working memory following a 10-month treatment [ 47 ]. This could be attributed to the physical activity program in this study being designed as playful and organized into different themes, despite the fact that children participated in four 45 minute sessions of physical activity a week. That said, task-irrelevant physical activity may not be beneficial for improving children's attention and spatial working memory. Overall, there is small but strong evidence supporting the causal relationship between physical activity and cognitive functioning in healthy preschool children, with high intensity and task-relevant physical activity being more beneficial for cognitive development in this age group. Given the limited number of studies included in the review, more RCTs are warranted to strengthen the evidence base and confirm the importance of dose (i.e., duration, intensity, frequency, and type) of physical activity for optimal cognitive development in preschool children.

While this systematic review offers a timely and comprehensive investigation into the effect of physical activity on preschool children's motor skills and cognitive development, there are some limitations worth noting when interpreting the findings. First, the current review only included peer-reviewed full-text and English language publications, despite the fact that other unpublished and non-English research may be available on the topic. Second, as most included studies were from Western countries, unrepresentative samples may limit the ability to generalize findings to other regions and populations, such as developing countries and other ethnicities/races. Third, varied measurement protocols may lower interunit variability due to different assessments employed to preschool children among selected studies. Fourth, it is worth noting that the moderating effect may change the strength of an effect or relationship between the independent variable and the outcome variable. For example, PA intervention type might be a moderator in that school-based physical education program may be more effective in promoting motor skills than home-based health education program. Last, given a small number of empirical studies, conclusive statements concerning the effectiveness of physical activity on preschool children's motor skills and cognitive development must be interpreted with caution and therefore state the need for greater study.

5. Conclusion

Today, young children are sedentary for significant portion of the day [ 56 ]. Since early childhood is regarded as an important period of motor and cognitive development, understanding the effects of physical activity on motor skills and cognitive development in preschool children has major public health implications. This systematic review synthesizes the high-quality experimental evidence available regarding the effectiveness of physical activity on motor skills and cognitive development in 4–6-year old, typically developing children. Findings favor causal evidence of relations between physical activity with both motor skills and cognitive development in preschool children, with increased physical activity having significant beneficial effects on motor skills and cognitive functioning. Given the small number of studies available in the literature, future research with large representative samples is needed to explore other cognitive domains (e.g., executive function and intelligence) and to strengthen and confirm the dose-response evidence.

Acknowledgments

The research was partially supported by National Social Science Foundation of China for Young Scholars in Education (Grant no. CLA140159).

Conflicts of Interest

Nan Zeng, Mohammad Ayyub, Haichun Sun, Xu Wen, Ping Xiang, and Zan Gao have no conflicts of interest to disclose in relation to the current research.

Authors' Contributions

During the construction of this study, Nan Zeng played a role in data collection, sorting, analysis, and writing the article. Mohammad Ayyub played a role in data collection, sorting, analysis, and writing the article. Haichun Sun, Xu Wen, and Ping Xiang played a role in helping write the article. Zan Gao played a role in developing the idea, overseeing data collection and analysis, and helping edit the article.

18 Helpful Fine Motor Ideas and 4 Ways to Reinforce Quality Craftsmanship in Art

Have you ever tried to encourage better craftsmanship only to have students tell you they like their work the way it is? While there is validity to developing one’s style , young learners also need to understand how to present their work well. In an opinion piece, writer Harvey Aughton considers the history of art, stating, “Every story, or painting, or symphony is built on a bedrock of crafted art handed down through the generations.” He calls the techniques formally learned the “raw material” an artist uses to create innovative work.

While students explore their artistic personalities, they must demonstrate growth in their craftsmanship. They do this by developing functional skills and monitoring their progress. In conjunction, we must also communicate clear goals and expectations.

For this article, we will define the term craftsmanship in alignment with Anchor Standard 2 of the National Core Art Standards . Craftsmanship refers to skill in the careful handling and use of tools, materials, and equipment, application of media, and presentation of the artwork.

Where has the craftsmanship gone, and why does it matter?

Since returning to in-person learning, teachers are noticing that fine motor skills and craftsmanship are in decline. This isn’t surprising, considering that remote learning took the place of hands-on work to reduce the risk of exposure to COVID. Students began spending more time on their computers , participating in school, joining social interactions, and keeping up with virtual doctor’s appointments. Researchers like Marcy Guddemi say that more screen time correlates to “decreased use of crayons, paints, pencils, scissors, clay, and other manipulatives in their daily lives.” Studies like this account for the decline of craftsmanship.

Craftsmanship matters because:

• The appearance of an artwork communicates the level of effort and intention to the viewer.
• Strong craftsmanship reflects the pride of the artist and their mastery of the materials.
• These skills are ancestral and often passed down or lost through generations.
• Well-crafted artwork stands the test of time, lasting for ages.

Luckily, the art room is an incredible place for teaching and learning these skills! We have the opportunity to expose students to a wide variety of media and techniques. Through our activities and lessons, fine motor skills and craftsmanship are part of our regular practice.

What is the relationship between fine motor skills and craftsmanship?

The development of fine motor skills is directly linked to quality craftsmanship. Dr. Robert Kneebone of Imperial College in London reflected on his surgical students’ lack of dexterity. He noted their fine motor skills “might once have been gained at school or at home, whether in cutting textiles, measuring ingredients, repairing something that’s broken, learning woodwork or holding an instrument.” But, in over a decade of observations, his students have become “less competent and less confident” in using their hands. The concern lies in that fine motor skills are essential for independence, self-care, and many jobs, like surgery.

It’s alarming to learn these skills are declining. Jobs ranging from automotive technicians and orthodontists to surgeons and tattoo artists rely on their fine motor ability. As customers and consumers, we rely on their fine motor ability for our safety. Developing fine motor skills is a lifelong investment that impacts your students’ immediate quality of life. The broader impact trickles down to the communities they serve once they join the workforce.

In the art room, fine motor skills also provide students with the ability and dexterity to work independently. Cutting on a line, picking up small objects, tearing paper, and holding a pencil are a few examples highlighting their importance. When a student has solid fine motor skills, it’s easier for them to achieve high levels of craftsmanship and thereby stronger, more professional-looking artworks.

What are some fine motor ideas that support the development of craftsmanship?

Craftsmanship skills emerge over time in school. Practice, repetition, and frequent in-person feedback from teachers are important factors. There’s not a one-size-fits-all approach to fine motor skill or craftsmanship development. Read on for four overarching areas that are further broken down into eighteen fine motor activities that support the development of quality craftsmanship.

Increase endurance for hands-on work .

Students need stamina when creating art. From careful coloring to creating masterpieces in clay, exercising growing muscles is key.

1. Work with playdough and clay to exercise the muscles in the hands, wrists, and arms. Squishing, wedging, rolling, and coiling train muscles for other activities like coloring and writing.

2. Build with plastic building bricks to support hand-eye coordination, grasp development, and hand strength. Have students build and then ask them to draw their construction !

3. Employ an easel or vertical painting to build the upper body strength needed to stabilize the body against gravity. Tape paper to vertical surfaces like walls and doors, or let your students paint your classroom windows with tempera paint.

Practice finger isolation .

Using one finger to perform a task is called “finger isolation.” This skill is used in activities like typing or turning pages in a book.

4. Finger paint  for a nostalgic and fun activity for all ages. When limited to a small surface, fingerpainting supports hand-eye coordination and spatial awareness.

5. Fingerprint pointillism (pictured above) is a creative way to practice finger isolation and teach this historical style.

6. Play with finger puppets to make learning engaging and accessible. Learn more about using them in the classroom here .

7. Apply glitter or sequins with a dampened finger to add details to projects.

8. Teach students to use American Sign Language cues for classroom requests.

Use open thumb web space exercises .

Try this! Connect the tip of your ring finger to the tip of your thumb, like when creating the “O” in the “OK” hand gesture. The circle that forms is your open thumb’s web space. We use this fine motor skill to grasp and maintain control over a pencil or pinch something.

9. Create eyedropper ink paintings (pictured above) by squeezing India ink onto smooth paper. Blow the ink across the surface using a straw for an interesting way to incorporate the open thumb’s web space. Apply watercolor paint to bring these exciting creations to life.

10. Bead and make jewelry with polymer clay in the Polymer Set Lesson in FLEX Curriculum . Stringing beads is also an excellent way to practice bilateral coordination.

11. Thread a needle for sewing, embroidery, and other fiber arts . Holding a needle is a fantastic way to practice an open thumb’s web space. Check out 33 Fiber Arts Ideas for Your Classroom for inspiration.

12. Stitch or lace a stuffed object or animal using paper or cloth. Hole punch around the perimeter, then stitch with yarn using an embroidery needle. These are wonderful mindfulness activities on their own. A bonus is that they connect with open thumb web space practice and visual-motor integration.

13. Tie macramé  knots . Capitalize on this trend while practicing fine motor skills.

14. Arrange intricate patterns with plastic fusion beads . Integrate STEAM with the Perler Bead Code Lesson in FLEX Curriculum , or make some jewelry with this tutorial .

15. Weave with paper, ribbon, yarn, or scrap fabric . The Basic Weaving Techniques Pack in PRO Learning has excellent ideas on how to introduce weaving.

Flex those scissor skills .

Scissors deserve a category of their own due to the number of skills developed when learning to use them. From perfecting their grasp to holding them with correct body posture , scissor use supports bilateral coordination and visual motor integration .

16. Roll and cut thin coils of playdough or clay instead of paper. Students practice pinching off chunks of clay and then rolling them into long, thin coils. Cut the coils with scissors and roll each piece into small spheres to make beads or marbles.

17. Create paper fringe to practice “little snips.” This quick and easy project helps beginners become more confident with scissors.

18. Cut angles, curves, and shapes through two layers of paper for a more advanced scissor skill. Students grasp the paper with one hand (the “helper” hand) and turn it while cutting with the opposite hand (the “dominant” hand). This activates both bilateral coordination and visual motor integration. A great trick to support this skill is to draw the lines or shapes onto a piece of paper with a bold marker. Then, overlay wax paper. Students pinch both papers together to complete cutting, moving their helper hand along the lines. Turn these paper cutouts into collages following this inspiration .

What are five ways to reinforce craftsmanship expectations?

Now that you have a trove of ideas for developing fine motor skills, let’s think about how we pair them with communication. To help students track their progress and determine areas of growth, we must discuss expectations.

• Conduct a rubric review. Set craftsmanship expectations using rubrics. This support guides the degree of “finished” work students turn in.
• Create a visual chart. Include exemplars or images of each rubric score for each material and technique.
• Plan informal peer-to-peer craftsmanship checks. Base the checks on the criteria discussed in the rubrics. By analyzing other students’ work, their peers will also think critically about their work. Ask students to offer their peers two celebrations and one area of growth about their project. Set the focus on the celebrations to make for a positive feedback experience.
• Carve out time for a gallery walk around the classroom. Students love to see how their classmates are progressing. It may be the motivation some students need to take their work to the next level.
• Give students brain breaks when they have reached their saturation point. They can come back to their project once they have stepped away and can view their work with fresh eyes.

The good news is it’s never too late to practice and hone one’s craftsmanship abilities by developing fine motor skills. With more swiping on touch screens and less hands-on work with manipulatives, we must provide students with as many fine motor opportunities as possible. As students rise to the challenge of learning these functional skills, their ability to present well-crafted work will grow.

Portions of this work are based on the National Core Arts Standards. Used with permission. National Coalition for Core Arts Standards (2015) National Core Arts Standards. Rights Administered by the State Education Agency Directors of Arts Education. Dover, DE, www.nationalartsstandards.org all rights reserved.

NCAS does not endorse or promote any goods or services offered by the Art of Education University.

What are your most successful ways to teach craftsmanship?

Which are your favorite activities to support students’ fine motor development?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Andrea Wlodarczyk

Andrea Wlodarczyk, a former middle school art educator, is a former AOEU Writer. She is a deep believer that the art room can be a brave space for students to collaborate across cultures, languages, academics, and socioeconomics and celebrate self-expression and diversity through community.

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Fine Motor, Art And Science Experiences For Children In Early Childhood

• Written by  Aussie Childcare Network Team
• December 10, 2022

In fine motor skills, children develop their fine motor skills when they use their smaller muscles in the hands, fingers, and wrists. Children, who cannot express what they feel and think and how they view their world in words, may be able to do so more readily through art. STEM learning is important for children as it caters to critical thinking and problem-solving attitude.  The following provides a list of fine motor, art and science activities for children that can be incorporated into the learning environment. 

• Paint samples
• Cutting paper strips
• Cut magazine pictures
• Cut newspapers
• Tissue paper
• Paper shapes
• Foam shapes

Explore Various Media

• Watercolours
• Dot markers
• Paper punches
• Paint with various brunches
• Oil pastels
• Paint sticks

Invitations To Draw/Paint (Put Objects On The Table For Students To Draw/Paint)

• Item from nature
• Living things (ex plant, pet fish)

Play Dough 

• Themed trays
• Cookie cutters and rolling pins
• Sticks and beads
• Counters or items you can hide in the playdough
• Mashing tools

Play Themed Fine Motor Games

• Tracing mats
• Play dough mats

Just Explore, Create And Manipulate Fine Motor Materials And Toys

• Brick blocks
• Tweezers and small objects (ex: seeds, beads, pom poms)
• Lacing cards
• Cutting trays
• Beads (ex: wood beads, foam beads, shape beads, letter beads)
• Lace on strings
• Lace on pipe cleaners
• Tinker trays

Put Out STEM I Can Build Cards

• With various building materials (ex: cups, blocks, tubes, sticks)
• With various art supplies (ex: pipe, cleaners, tubes, tape)

Explore Themed Materials With Magnifying Glasses

• Flowers or plants
• Any items from nature

Experiments Or Investigations

• Backing soda and vinegar
• Colour mixing

Further Reading

STEM: Teaching Guide For Educators - The following article provides information on Understanding STEM, How To Teach STEM, the Benefits Of STEM, Stem Activities and more. 

Benefits Of Art and Craft - The following article provides suggested learning objectives that support a child's overall art and craft development.

Developing Fine Motor Skills In Children - The following article lists how to develop fine motor skills in children. 

• fine motor activities
• teaching children
• teaching articles

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North State Parent magazine

A MAGAZINE SERVING FAMILIES IN BUTTE, GLENN, SHASTA, SISKIYOU & TEHAMA COUNTIES SINCE 1993

A free monthly publication

Jennifer Arnold

Creativity with a purpose: using art to develop fine motor skills.

Uniquely Us

Art isn’t just a means of self-expression and creativity. It is also an effective tool in developing fine motor skills, especially for children with disabilities. When these young minds engage in art activities like painting, sculpting or drawing, they’re not only creating beautiful masterpieces but also working on their hand-eye coordination, manipulative skills and tactile sensitivity. These art-infused exercises can be great fun and immensely beneficial, providing children with a unique avenue for enhancing these vital skills, all while allowing their creativity to bloom.

Why fine motor skills are important

Building fine motor skills in young children is crucial for their overall development. These skills form the foundation for many everyday tasks that require precision and control, such as writing, buttoning clothes or using cutlery. Enhancing fine motor abilities not only contributes to a child’s independence but also facilitates their academic progress. For instance, the strength and dexterity developed through fine motor activities support handwriting skills, an essential tool for communication and learning in the classroom. Fine motor skills are also intertwined with cognitive development, problem-solving skills and critical thinking. Nurturing these abilities from an early age can set the stage for a child’s future success and self-confidence.

Creative activities for fine motor development

Arts and crafts provide the perfect medium for developing fine motor skills in a fun way. Here are a few simple activities that can be done at home or in a classroom setting using everyday materials.

Newsp aper sculptures : This activity involves crumpling, folding and rolling newspapers to construct various shapes and structures. It can be as simple as making a ball or as intricate as creating a miniature cityscape. This exercise not only stimulates creativity but also helps in developing hand strength and coordination.

Fabric scrap collages : This activity invites children to create art by gluing fabric scraps onto a piece of cardboard or heavy paper. Cutting fabric pieces of different shapes and sizes and sticking them requires careful manipulation and precision, promoting the development of fine motor skills. Plus, the variety of textures adds an exciting sensory element.

Popsicle stick puzzles : This activity requires a set of Popsicle sticks and some washable markers. Align the Popsicle sticks side by side and draw a picture across them. Once the drawing dries, mix up the sticks and let the child reassemble the picture. This activity encourages problem-solving and fine motor precision.

Playdough sculpting : Using playdough or modeling clay, children can roll, squeeze and mold shapes. This activity strengthens hand muscles and enhances dexterity.

Building with blocks or Legos : Stacking and arranging small blocks or Legos can enhance hand strength and coordination. Legos allow for more intricate structures and can even be used to teach basic math concepts.

Fostering fine motor skills through parental support

Parents play a critical role in a child’s development, and supporting and encouraging your child’s development through art can be achieved in various ways. By providing a variety of materials such as crayons, paints, clay, fabric scraps or crafting foam, you can introduce your child to different art mediums. This not only challenges their fine motor manipulation but also exposes them to diverse sensory experiences.

Creating art together with your child offers an excellent opportunity for bonding. Your engagement in their creative pursuits can motivate them to expand their creative boundaries and improve their motor skills. Encouraging exploration is also crucial. Allowing children to experiment with their artwork aids their creativity, emphasizing the importance of the process rather than striving for a “perfect” outcome. Additionally, showcasing your child’s masterpieces can boost their confidence and motivate them to continue creating, which further reinforces their development.

Finally, integrating art into everyday activities, such as baking and decorating cookies, gardening or making DIY gifts, can incorporate elements of art and enhance fine motor skill development outside the traditional art setting. Remember, every child is unique and their artistic journey will be too. Celebrate their individuality and progress, and most importantly, ensure the experience is always enjoyable and enriching.

Posted in : Uniquely Us

Shasta County author Jennifer Arnold is the mom of four, two of whom have been diagnosed with multiple special needs. She hopes to raise awareness of many issues that parents of special needs children face on a regular basis.

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Dramatic Play Benefits

Colleen beck otr/l.

• by Colleen Beck OTR/L
• June 12, 2023

We know the power of play as a learning tool, and today we are focusing on the many dramatic play benefits when it comes to pretend play in children. Occupational therapy play is a tool to drive skills, and there is a good reason why…play is the occupation of the child, and pretend play benefits the development of so many skills!

These dramatic play ideas are fun ways to support so many areas of child development using creative small world play. Check out the dramatic play ideas below! Dramatic play is a developmental part of the play age and stages that children progress through.

Dramatic play is important at each stage of child development. First, let’s cover what we mean by dramatic play.

What is Dramatic Play

Dramatic play, also known as pretend play or imaginative play, refers to a form of play where children engage in make-believe scenarios. The child can pretend to be part of a scene or world, or pretend to be a different person. The child takes on different roles in a dramatic play scenario and uses their imagination to create and act out stories, situations, and interactions.

Dramatic play involves the use of small toys, pretend play props, costumes, and the transformation of ordinary objects into symbolic representations. This might include:

• dress up clothes
• pretend play sets (kitchen toys or a post office play set)
• Mini figures like dinosaur figures
• Manipulative toys like blocks, building toys, etc.
• Pretending to feed a baby
• Playing school
• SO much more!

Dramatic play benefits include allowing the child to explore and experiment with various roles, emotions, and social dynamics, fostering cognitive, language, social, emotional, and physical development. It encourages creativity, problem-solving, language skills, and the development of social and emotional competence. Through dramatic play, children develop a deeper understanding of themselves, others, and the world around them while having fun and actively participating in their own learning process.

Dramatic play includes two types of play:

• Structured Play : Structured play involves rules in games or guided play. This includes setting up a play scenario with props, dress-up costumes, printable themed resources, and toys.
• Unstructured Play : Unstructured play is a creative and open-ended play scenario. The child leads the play. This includes using blocks as a pretend phone, or using toys in a way not traditionally intended.

Either version of dramatic play can include  parallel play at various ages.

Dramatic play can look like:

• Pretending with small toys in a small world scenario
• Developing fine motor skills and social emotional skills in a cardboard box world
• Pretending to make cookies with felt cookies or even no sew felt cookies .
• Having a pretend tea party
• Using play dough to grow a pretend garden
• Playing restaurant in a pretend pizza shop
• Pretending to be a princess or a knight in a castle made from DIY cardboard bricks
• Using minifigures to create a swamp pretend play activity

Dramatic play, also known as pretend play or imaginative play, plays a crucial role in supporting child development in various domains.

For example, by participating in dramatic play, benefits exist in physical, cognitive, sensory participation, and even executive functioning skills….and more!

Here are several ways in which dramatic play benefits children:

• Cognitive Development: Dramatic play enhances children’s cognitive skills. When engaging in pretend play, children create and manipulate imaginary scenarios, which helps develop their problem-solving abilities, critical thinking skills, and creativity. They learn to think flexibly, plan and organize their ideas, and make decisions within the context of their play. Problem solving activities for preschoolers often times involve dramatic play.
• Language Development: Pretend play provides children with opportunities to practice and develop their language skills. As children engage in dramatic play, they create dialogue, negotiate roles and scenarios, and communicate with their playmates. This process promotes receptive language , vocabulary expansion, sentence structure, and conversational skills. Children also learn to express their thoughts, ideas, and emotions effectively.
• Social and Emotional Development: Through dramatic play, children develop social and emotional competence and social emotional learning . They learn to take on different roles, empathize with others, and understand different perspectives. Pretend play encourages cooperation, collaboration, and turn-taking, helping children build social skills and develop positive relationships. Additionally, dramatic play allows children to explore and express their emotions, experiment with different behaviors, and develop self-regulation skills .
• Self-Care Skills: Pretend play benefits include the ability to practice self-care skills. When children dress up in dress up clothing, they have the opportunity to practice putting on and taking off clothing, manipulating buttons, zippers, snaps, etc.
• Fine Motor Skill Development: While engaging in dramatic play, children often engage in fine motor skills challenging grasp, strength, object manipulation, and tool use. Whether they are pretending to be a chef, a firefighter, or a superhero, they use their bodies to imitate and enact various roles. This physical engagement supports the development of precision skills, fine motor skills, coordination, and spatial awareness.
• Gross Motor Skill Development: Dramatic play benefits includes exploring different motor plans that challenge balance , coordination, movement, manipulating objects, force modulation and more.
• Self-Confidence- Participating in dramatic play has the benefit of a stress-free environment for children to practice skills, act out their imagination, and use toys to do a “job”. The play environment can be an opportunity to gain confidence in how their body moves and areas like manipulating objects or using language. This is a powerful tool for the young child to practice skills through play!
• Imagination and Creativity: Dramatic play fosters children’s imagination and creativity. It allows them to create and explore new worlds, situations, and possibilities. By using their imagination, children can transform ordinary objects into props and invent imaginative storylines. This imaginative thinking supports their ability to generate new ideas, think outside the box, and approach problems with creativity.
• Cultural and Social Understanding: Pretend play often involves children imitating and reenacting real-life situations they observe in their environment. Through dramatic play, children can explore different cultural practices, societal roles, and community dynamics. This process promotes cultural awareness, understanding of social norms, and appreciation for diversity.
• Planning and Organization: Engaging in dramatic play requires children to plan and organize their play scenarios. They need to decide on roles, create a storyline, gather props, and coordinate with their playmates. This process develops their ability to think ahead, set goals, and create a structure for their play. Through practice, children learn to plan and organize their actions, which is essential for future tasks and activities.
• Problem-Solving: Pretend play often involves obstacles or challenges that children encounter within their play scenarios. They need to use their problem-solving skills to find creative solutions and overcome these challenges. Whether it’s figuring out how to rescue a pretend character or deciding how to handle a pretend conflict, children engage in critical thinking and develop their problem-solving abilities during dramatic play.
• Cognitive Flexibility: Dramatic play encourages children to think flexibly and adapt to different roles and scenarios. They need to switch between different characters, adjust their behaviors, and respond to unexpected situations. This cognitive flexibility helps children develop mental agility, adaptability, and the ability to consider multiple perspectives. All of this is part of the development of attention skills that carry over to everyday tasks.
• Inhibitory Control: Pretend play involves children pretending to be someone else or engaging in imaginary situations. This requires them to regulate their impulse control and control their behaviors. For example, a child pretending to be a teacher needs to control their natural inclination to act like a student. By practicing inhibitory control during dramatic play, children develop their ability to regulate their actions and emotions in real-life situations.
• Working Memory: Dramatic play benefits also includes working memory skills. This occurs through remembering and recalling details, such as the roles, storylines, and actions within the play scenario. Children need to hold this information in their working memory as they engage in play and make decisions. This practice strengthens their working memory skills, which are crucial for learning and problem-solving.
• Self-Regulation: Engaging in dramatic play provides children with opportunities to regulate their emotions and behaviors. They learn to take on different roles, manage conflicts, and control their impulses. As they navigate various scenarios, children develop self-regulation skills , including emotional regulation, impulse control, and the ability to modulate their behavior based on the demands of the play.

Dramatic Play Ideas

Dramatic play is a meaningful and motivating way to play with kids. Dramatic play can include:

• Pretend kitchen sets
• Construction worker costumes
• Pizza shop pretend play
• Pretending to be a doctor and using a doctor’s kit
• Pretending to fix things
• Playing vet
• Playing post office
• Pretend shopping with a shopping cart toy

There are many ways to foster and support all of the benefits of dramatic play. Some items to have on hand include:

• Dress-Up Clothes: Costumes and dress-up clothes are fantastic for encouraging dramatic play. Items like hats, capes, princess dresses, doctor’s coats, or firefighter uniforms allow children to transform into different characters and bring their pretend scenarios to life.
• Props and Play Sets: Having a variety of props and play sets can enhance dramatic play experiences. Examples include toy food and kitchen utensils for a pretend kitchen, dolls or action figures for creative storytelling , toy tools for a pretend workshop, or a toy cash register for playing store.
• Play Tents or Forts: Play tents or forts create a designated space for imaginative play. Children can turn these areas into houses, castles, or secret hideouts, allowing their imagination to take flight as they create and act out different scenarios.
• Puppets and Puppet Theater: Puppets are excellent tools for dramatic play. Hand or finger puppets allow children to bring characters to life and engage in storytelling. A puppet theater can further enhance the experience by providing a stage for children to perform their puppet shows.
• Open-Ended Toys: Open-ended toys with multiple uses and possibilities can stimulate imaginative play. Examples include building blocks, LEGO sets, magnetic tiles, or play dough. These items can be transformed into anything a child imagines, supporting creativity and problem-solving skills.
• Play Kitchen or Workbench: Play kitchens and workbenches provide children with a space to pretend to cook, clean, fix things, or engage in other adult roles. These props can spark imaginative play and allow children to imitate real-life activities.
• Writing and Drawing Materials: Writing materials such as paper, pencils, markers, and crayons can be incorporated into dramatic play. Children can create signs, menus, or tickets, adding an additional layer of authenticity to their play scenarios.
• Costumes and Accessories: Alongside dress-up clothes, accessories like masks, hats, wigs, and jewelry can add excitement and creativity to dramatic play. These items can help children fully immerse themselves in their chosen roles and characters.
• Manipulative items like figurines, small toys, glass gems, seashells, etc. These items can be used in sensory bins and small world activities to gain all the benefits of dramatic play in kids.

Sensory Bins: Sensory bins are containers filled with a base material like rice, sand, water beads, or sensory-friendly materials such as kinetic sand or cloud dough.

These bins can be themed based on children’s interests or specific play scenarios. For example, a beach-themed sensory bin might include sand, seashells, toy sea animals, and small buckets and shovels. Sensory bins allow children to explore textures, engage their senses, and create imaginary worlds. They can use the materials to build landscapes, dig for hidden treasures, or simulate real-world experiences.

Small World Activities: Small world activities involve creating a miniature representation of a specific environment or theme. This could include setting up a farm with toy animals, a city with toy cars and buildings, or a jungle with plastic trees and animal figures.

Small world play encourages children to use their imagination to create stories, interact with the characters and props, and engage in pretend scenarios within the miniature world. It promotes narrative skills, problem-solving, and creativity.

The importance of dramatic play is vast, as we’ve covered in the lists above. Dramatic play provides a holistic learning experience for children, encompassing cognitive, language, social, emotional, and physical development. It helps them build a foundation for future learning, problem-solving, and social interactions, while also fostering their innate creativity, imagination, and joy of play. These skills carryover to functional performance of daily activities, and uses the child’s primary occupation as the means and the tool!

So, how can you gain all of the benefits of dramatic play in meaningful and motivating play set-ups?

Try some of the dramatic play ideas below!

1 thought on “Dramatic Play Benefits”

Hi Colleen! Thank you so much for including our Native AMerican Small World. Love your round-up! =)

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How Poor Motor Skills Are Tied to Learning Disabilities

Not even 8 weeks into the sensory-motor portion of my program, Jackie called me to tell me that her daughter’s speech, gross and fine motor skills as well as her reasoning had improved. I’m not going to pretend that results always happen that fast. I also want to be clear that Jackie was one determined mama. Her adopted daughter was 7 and had severe developmental delays due to neglect in her first four years of life. Casey had the brain development of a 4-year-old.

I recommended a series of exercises for Casey that would help to stimulate the earlier movements and brain stimulation that Casey missed in those critical years. These exercises simulated creeping, crawling and so much more. I told Jackie that people usually do these exercises once a day but that twice a day would be ideal for Casey because of the severity of the impaired development.

Compensation Rather Than Correction

The focus with Casey and all of my clients is on correction rather than compensation. As a teacher, I had been incredibly frustrated with the approach of IEP’s that involved compensations or accommodations rather than correction. Of course, IEP’s, modifications and accommodations can be helpful but not if that’s the permanent solution.

Why Does this Brain Disorganization Happen?

Brain disorganisation can occur for various reasons that have nothing to do with your competence as a mother. So, no mother guilt – I promise.

Researchers have found upon doing brain scans that the brains of children with learning disorders showed signs of immature development . These kids tended to have less connections and certain areas showed impaired development. Their brains resembled those of children who were a few to several years younger.

Is Your Child’s Brain Younger Than Their Age?

This stunted development can happen when something like a milestone does not happen sequentially or has interruptions. This results in your child having weaker connections. This is sometimes referred to as ‘arrested development’.

There are various reasons this can happen. Environmental toxicity is one of reason. Illness is another. The other reason is what I wish every single parent, teacher and human knew.

The body, early movements to be specific are what develops the brain.

Learning and movement are both processed in the same part of the brain.

Several studies in the late 1990’s found a relationship between movement and memory, language, the visual system as well as attention . What we learned from this is that the sensory-motor system is involved with such tasks that are required for reading, learning, writing, attention and focus. Processes like ordering, timing (which is frequently ‘off’ in dyslexics), sequencing and prediction are developed and used by the motor system but are also essential for optimal learning, behaviour and processing speed.

In fact, regardless if a task is mental or motor – the cerebellum must be able to make predictive and corrective actions. Cerebellum activity is heightened the more that a person has to concentrate or be creative.

Movement is to Brain Development as Water is to Plants!

The connection between motor and cognitive processes is vast. Yet, it can be a hard concept to really assimilate since we have all been trained to believe that the brain is a bucket. We think that if we just fill it with information, the information should stay in.

We think that some people have deeper, better buckets and other people have the misfortune of having buckets that are too small or that have ‘holes’.

The Brain is Not a Bucket – It’s an Onion

Wrong. The brain is like an onion and it develops in layers. Movement – especially early infant movement – is as critical to good brain development and learning as sunlight and water is to plants.

If that sounds hard to believe – allow me to explain.

The first area of the brain to develop is the vestibular system (think inner ear) and the cerebellar system.

The cerebellum regulates the vestibular system.

The vestibular system activates another system near the brain stem that is crucial for attention and focus as well as processing incoming sensory information.

A well developed vestibular system helps with balance. Know any kids who can’t sit still? What about poor eye tracking, or penmanship ? Letter reversals ?

… and that’s just the tip of the learning iceberg.

Balance is Crucial for Fluent Reading

The vestibular system coordinates eye-movements. The very activities that young children are naturally inclined to do like jumping, rolling, spinning and rocking all activate and stimulate the inner ear or the vestibular system.

If you’re worrying that it’s too late because your child is way past the toddler years – consider this. A 2003 study, found that children with learning and reading difficulties, as late as grade 3 showed marked improvement in both their ability to focus and their reading ability when they regularly engaged in movements that stimulated these centres of the brain.

Want a Kid Genius? Ditch the Gimmicks and Get Them Moving

While parents have been sold all sorts of bells and whistles to build their child’s intelligence like Baby Einstein, Baby Mozart and other toys, it is floor time, movement and physical touch and intimacy that have been found to have the most profound effect on brain development, brain organization and IQ.

The more movement and physical touch and intimacy that a child has in the first 3 years of life and up to the first six years, the better their chances of optimal brain development.

Feeling the Mom Guilt?

Now it’s at this point that I can hear the mom guilt kicking in. Shut it down! I held my daughter a ton because she was so fussy and I thought I did everything ‘right’. She still had motor deficits partially because I held her so much or I had in her a ‘baby carrier’ like a swing.

While my daughter definitely did not get enough floor time, other kids do and still have learning and behaviour challenges. There are many reasons why children have poor motor development – and it’s not your fault! Even factors like environmental toxicity can affect the sensory-motor system.

The Sensory-Motor System & Dyslexia, Dyspraxia and ADHD

Both dyspraxic , dyslexic and ADHD children have been found to have significant fine and gross motor deficits compared to their neuro-typical peers. Many parents are surprised to learn this especially when their child might have ADHD and dyslexia. Their child might have incredible visual-spatial skills because they have a well developed right brain. Some of these kids excel at sports and therefore don’t have any obviuos motor skill deficits. However, gross and fine motor skills can be impacted and might not be obvious without an actual screening.

What Dyspraxia, Dyslexia & ADHD Have in Common

It should come as no surprise that difficulties with posture and balance affect dyspraxia. Yet, the connection between posture, balance, motor development and learning difficulties like dyslexia also exists.

When we think of dyspraxia we think of clumsiness, speech and writing difficulties. Yet other common challenges with dyspraxia can also affect many of the same areas as children with ADHD. Both disorders can cause difficulties with planning skills, organization of ideas and items as well as sequencing. This is ultimately the result of ‘brain overwhelm’ from brain disorganization and bio-chemical imbalances.

If you want to put this in ‘real time, real life’ – allow me.

The Results in Real Life

The impact of movement on improving all of these disorders cannot be understated. A 2003 study reported significant improvement in dyslexic children who engaged in a targeted movement program. These children made significant gains in reading, verbal fluency, semantic fluency, dexterity as well as ‘substantial gains’ on national standardized test for reading and writing compared the other group that received no movement therapy.

The need for learning interventions that move beyond tutoring , and paper and pencil work is a must if we want our children to make significant gains rather than managing their disabilities. Research has shown time and time again that learning disabilities can be improved or even overcome when we use therapies that actually retrain the brain.

To learn more about an approach that combines nutritional therapy with cognitive exercises that re-organize the brain and strengthens weak connections check out my programs R eading Rockstar Bootcamp and The Full Potential Clinic .

Set up a  free 20-minute discovery session  to learn more about how you can help your child improve their reading comprehension so they can become a fluent reader and a more confident kid.

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