It is important that children have opportunities to be active and develop coordination, through gross motor and fine motor experiences. This will enable their all-round development, to lead healthy, active lives. We aim to provide an environment that enables development of core strength, stability, balance, spatial awareness, co-ordination and agility. This in turn will have a positive impact on developing healthy bodies and social and emotional well-being. We work in partnership with parents to help promote an understanding of the importance of encouraging young children to walk to rather than being pushed in buggies wherever possible.
We provide a physically challenging environment. This includes:
Introduction of letter formation patterns, starting with gross motor movement
|Active and Healthy bodies
|Many malleable material recipes are available in “Getting ready to write” by Alister Bryce-Clegg, including recipes for those with ‘emergent skill’, ‘developing skill’ and ‘advanced skill’.
|Gross Motor Development
|Fine Motor development
|Identify which stage of their journey a child is at and plan opportunities accordingly. Some example activities:
Palmer Supinate grip:
Palmer Supinate grip:
Digital pronate grip:
with wrist pivot:
Stages of grip development - Developing fine motor movementIdentify which stage of their journey a child is at and plan opportunities accordingly. Some example activities:
Modified tripod grasp: Tripod grasp:
Activities should include opportunities to develop:
First stage of this - Children may use all fingers to rake items into palm.
Next stage - They may pinch items with thumb against the side of the index finger.
Accomplished grip – Use end of thumb and fore finger in pincer grasp to manipulate small objects.
There are several arches in the palm that enable the hand to grasp a range of different objects of various sizes and shapes. These arches direct the skilled movement of the fingers and control the power of the grasp.
To move and position objects within one hand without the assistance of the other hand. Children need lots of practise with items such as elastic bands and pencils, moving them in between their fingers. Also use round objects like conkers or marbles which they can rotate in the palm of one hand.
The ability to turn and rotate the thumb so that it can touch each fingertip of the same hand.
To be able to move each finger one and a time.
Knuckle, PIP and DIP joints
This refers to the joints in your hand, thumb and forefingers. To develop the last joint in your fingers (DIP) you need to work with things that are small and fiddly and malleable materials with a high level of resistance.
To control both sides of the body at the same time. The most complex level of this is where the body has two completely different movements on each side at the same time, such as cutting with scissors while holding and controlling the paper with the other hand.
Crossing the midline
The ability to cross your arms and legs over to the other side of your body. Activities to help develop this ability include drawing a horizontal line across a page in front of you without changing hands halfway through.
Hand-eye coordinationThe ability to control hand movement guided by vision.
Early Learning Goals: *(only to be used as assessment point at end of reception year)
Moving on to KS1 – Links to National Curriculum: PE, English
By the end of EYFS children may know and sometimes use vocabulary such as:
jump, balance, climb
stop, go, freeze, throw, catch,