Fine motor work generally refers to 'working with the hands'. Many of the actions come naturally to most individuals. Normally we do not need to focus on bringing a spoon to our mouth or a tissue to our nose, but for those with fine motor concerns, it is not so natural.
The first step in focusing on fine motor development is to recognize the terminology. Finger pads are simply a persons finger tips. Pincer grasp is when a person can hold a small item, like a piece of dry circular cereal, between their thumb and index finger. Finger opposition is the ability for the thumb to touch the finger pads. Finally, the tripod grasp is when a person typically holds a pencil or crayon. The item rests along the side of the longer middle finger and is grasped between the pads of the thumb and index finger.
When dealing with fine motor delays or the initial development of these skills, incorporating fun activities makes the process (or therapy) go along more quickly. Some simple activities can include:
*pegs placed on a pegboard
*washing hands with scented soaps
*using hand lotion (rubbing it in throughout the tops and bottoms of each hand and in between each finger)
*sorting small items (like dry cereal) into small, clean trays (ice cube trays or egg cartons work nicely)
*using a spoon in a mug ¼ filled with jelly beans to relocate each bean to a color specific designation
*use tongs or tweezers to sort small to large sized items
*place pennies in a piggy bank
*roll balls of clay in between the palms of both hands or on a flat surface like a table
If the tasks are a little to difficult for the student, not because of physical limitations, but focus – break the task down to simple steps. Truly give specific steps for each movement and / or show by doing it yourself first.
Any activity that incorporates hand movement is perfect for developing the fine motor skills. Some examples would be:
*rolling, tossing or throwing a small ball
*find the coin game – two people needed for this game. One person takes the coin and mixes which hand the coin is grasped in (usually done behind the persons' back) while the other person has to patiently wait. The coin holding person brings both clinched hands out in front of them and the other person must decide (guess) which fist the coin is located. If the person guesses correctly – it is their turn. If the person does not guess correctly then the coin person gets to do the 'mix-up' again. The key to extending the fine motor work is to be sure that the person needing the work has to place the 'guessed' coin (using pincer grasp) onto the other person's opened hand (palm up). If that person is the guessing person, then they should take the coin (pincer style) from the coin holders open hand. This game is a lot of fun to do while waiting for appointments.
*do the wooden puzzle boards that come with the tiny knobs. If the board puzzles do not have the small knobs, add your own. This is really easy using push pin style tacks. Push a tack into the center of the wooden puzzle piece and remove. Dab a bit of wood glue or super glue onto the metal pin and bottom of the plastic tack topper. Push the pin back through the same pin hole and let dry. Do this with all of the pieces of the wood puzzle.
Fine motor work can be integrated into nearly any event with simple alterations to how a person holds, throws or distributes the pieces needed to complete the activity. Next time you are playing a board game that has small objects, observe how the players grasp and relocate the pieces. In other activities notice how a person will toss a foam ball or tap a bouncing balloon. Simple observations and corrections can go a long ways in adding to the developing skills of the preschool leveled student.
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