FINE MOTOR

SKILLS BOOKLET
PROJECT
 Fine Motor Skills?

● Fine motor skills are activities in which

use the small muscles in hands and
wrists to make precise movement.
● Enable children to writing, grasping small
objects or toys, placing objects and in
hand manipulation.
Importance of fine motor skills

● Help children to perform important

activities such as dressing, eating and
grasping objects.
● Children who struggle with fine motor
tasks will become frustrated and upset if
they unable to complete daily tasks.
Types of fine motor skills

Reaching Grasping

Manipulating
Pinching
objects
 Problem Statement
● A child that has difficulty with fine motor skills might have awkward or immature pencil
grasp for their age, having difficulty in performing precise manipulations such as
buttoning, threading or tying shoelaces.

● They also have difficulty in doing hand manipulation tasks. The child also gets tired
easily when engaged in fine motor tasks.

● These can lead to other problems such as behavior where the child may avoid or refuse
to participate in fine motor activity

● Fine motor skills also affect the academic performance as the child is unable to
complete academic tasks like writing, cutting, coloring properly.
(Roth et al., 1993)
 Indications
Autism
01 According to studies, children with autism often struggle with fine motor abilities.
According to a different study, autistic children may be behind other kids by a year in their
development of fine motor abilities (Serena, 2018).

Down Syndrome
02 Due to their low tone and/or hypermobility in their hands, wrists, and elbows, children with
down syndrome may struggle with fine motor skills. The children find it far more difficult to
complete higher-level fine motor tasks like utilizing buttons or cutting when their hands are
unstable (R Malak, 2015).

03 Cerebral Palsy
Cerebral palsy may have difficulties controlling the muscles in these areas and will
need to take advantage of neuroplasticity. The best approach to stimulate the brain's
neuroplasticity, which allows it to reorganize itself, is by repeatedly executing novel,
difficult activities that require fine motor skills (E.Denslow, 2019).
 Contraindications
Epilepsy
01 A child who has epilepsy experiences seizures as a result of their brain disorder. Seizures
during the fine motor activities may risk the child. can be dangerous to the children to do
fine motor activities

Skin Sensitivity
02 In addition, fine motor activities cannot be done by children with sores or skin abrasions and
cannot bear pressure from objects in their hands. It can cause wounds or irritation.

PICA
03
Children who constantly put things in their mouth placing them at risk of choking on
small pieces
 Objectives
To enhance bilateral
hand coordination.

To improve fine motor To promote eye-hand

skills coordination and in
hand coordination.
Fine Motor
Activities!
 Activity 1: Piggy Bank
Items needed:
1. Coins 10 each; 50 cents, 20 cents, 10 cents, 5 cents
2. Piggy bank

Procedure:
1. Starts with the biggest coin (50 cents).
2. Demonstrate the activity to the child first on how to do it.
3. Ask the child to enter the 50 cents into the piggy bank and repeat for 10 times
4. If the child succeeds, then repeat all steps from 1-3 with smaller coins (20 cents, 10 cents).
 0 – child
1 – child able 2 – child able
unable to
to complete to complete
complete the
the task but the task
task even with
with prompt independently
prompt

50 cents

ACTIVITY 1 20 cents

10 cents

TOTAL SCORE
 Activity 2: Rubber Band
Items needed:
1. Rubber band
2. Water bottle (difference circumference 250 ml, 500 ml, 1500 ml)

Procedure:
1. Starts with smaller circumference of water bottle (250 ml)
2. Demonstrate the activity first to the child then ask them to do it.
3. Ask the child to use their both hands to stretch the rubber band and put around the bottle
4. Do 10 rubber band for each water bottle
5. If the child succeeds in putting 10 rubber bands for a 250 ml water bottle, then repeat all steps 1-4 by
increasing the grading with a bigger circumference of the water bottle.
 0 – child
1 – child able 2 – child able
unable to
to complete to complete
complete the
the task but the task
task even with
with prompt independently
prompt

250 ml

ACTIVITY 2 500 ml

1500 ml

TOTAL SCORE
 Activity 3: Cloth Peg
Items needed:
1. Cloth peg 10 each; big and soft, small and soft, small and hard)
2. Container (bowl/cup)

Procedure:
1. Starts with big and soft cloth peg
2. Ask the child to clip the peg at the edge of the container for 10 times.
3. Then, after finished, ask the child to pull out the peg and keep the pegs in the container
4. If the child succeeds, repeat all steps from 1-3 with a small and light resistance of peg followed by a
small and hard resistance type of peg
 0 – child
1 – child able 2 – child able
unable to
to complete to complete
complete the
the task but the task
task even with
with prompt independently
prompt

Big & Soft

ACTIVITY 3 Small & Soft

Small & Hard

TOTAL SCORE
 Activity 4: Lacing Beads
Items needed:
1. Straw 1 each (big and small)
1. Lace & thread

Procedure:
1. Cut the big straw into small pieces (10 pieces)
2. Demonstrate the activity first to the child then ask them to do it.
3. Ask the child to insert the lace into the straw hole until the straw finish.
4. If the child succeeds, then repeat steps 1-3 with smaller straw then using the thread instead of lace.
 0 – child
1 – child able 2 – child able
unable to
to complete to complete
complete the
the task but the task
task even with
with prompt independently
prompt

Big

ACTIVITY 4 Small

Small & Thread

TOTAL SCORE
 Activity 5: Tear & Paste
Items needed:
1. A4 paper (or any blank paper)
2. Colour paper
3. Glue

Procedure:
1. Draw shapes on the blank paper (starts with circle or square)
2. Ask the child to tear the color paper into small pieces.
3. Then, ask the child to put the glue on the paper that the child tears and paste it on the shape that has
been drawn on the blank paper.
4. Repeat step 2 and 3 until the child finishes pasting it in the shapes given.
 0 – child
1 – child able 2 – child able
unable to
to complete to complete
complete the
the task but the task
task even with
with prompt independently
prompt

Big size of
shape

Small size of
ACTIVITY 5 shape

Small &
complicated
shape

TOTAL SCORE
 Overall Scoring

ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4 ACTIVITY 5

SCORE

TOTAL SCORE
 References
Balsky. G. (n.d). What are fine motor skills? Understood.
https://www.understood.org/en/articles/all-about-fine-motor-skills

Fine motor skills: birth to 2 years. (n.d). Children’s Hospital of Richmond.

https://www.chrichmond.org/services/therapy-services/developmental-milestones/fine-motor-skills-birth-to-2-years

Logsdon. A. (2021, April 03). Fine Motor Skills for Toddlers and Preschoolers. Verywell Family.
https://www.verywellfamily.com/what-are-fine-motor-skills-2162037

Rodil. J. (2020, May 18). Fine Motor Skills Defined by an Occupational Therapist. NAPA.
https://napacenter.org/fine-motor-skills/

Roth M, McCaul E, Barnes K. (1993). Who becomes an 'at-risk' student? The predictive value of a kindergarten screening
battery. Exceptional Children.

The Importance of Fine Motor Skills for Preschoolers. (2021, June 20). VIVVI.
https://vivvi.com/blog/articles/fine-motor-skills-preschoolers

What Are Some Examples of Fine Motor Skills?. (2021, October 25). WebMD.
https://www.webmd.com/baby/what-are-some-examples-fine-motor-skills
Thank
You!