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Fine Motor: See

Infants and Toddlers

Fine Motor: Video 1

Observation

  • Describe the physical environment in which this video segment takes place (e.g., how space is arranged, toys and materials). Where are the teacher, boy, and girl seated? What materials are the children using? How does the teacher support the girl playing with the nesting cups? What does the girl do in response to the teacher's suggestions? How does the child coordinate use of her hand and eye movements? How does the child use her hands to explore the nesting cups?

Application

  • Which teaching practices does the teacher use to support the girl's development of fine motor skills? Check the "Know" and "Do" sections for ideas.
  • How does the teacher encourage the child to try different cups to see whether they fit?

Reflection

  • In this video segment, the girl uses her hands to fit the cups inside each other. What are some examples of skills from other domains she displays in this brief video?
  • What might the girl's experience of this game be like if there were fewer cups to choose from? More cups?
  • What skills would the girl be using if the cups were hidden in various places in the classroom and part of the game was finding each one and bringing it back to the play area?
  • How else could the teacher support this child in building her fine motor skills through toys, activities, routines, and transitions?

Fine Motor: Video 2

Observation

  • Describe the physical setting of this home visit (e.g., how space is arranged, toys and materials available). Who is participating in the visit? Where do they sit in relation to each other? How does the home visitor interact with the mother? How does the mother interact with her infant? How does the home visitor interact with the child?

Application

  • Which teaching practices are used by the adults to support the infant in developing fine motor skills? Check the "Know" and "Do" sections for ideas.
  • How does the home visitor support the mother in making connections between what she does with block play and sharing books and how it supports her child's fine motor development?
  • How does the home visitor support the mother and child interactions?

Reflection

  • What might the mother and home visitor plan for the next home visit to help the infant continue developing his fine motor skills?
  • If you were working with this mother, what else would you do or say to support her in her interaction with her child?
  • What other skills do you notice the child using? What might you say to the mother to help her make the connection between skills in other domains with skills in the fine motor domain?

Preschoolers

Fine Motor: Video 3

Observation

  • Describe the physical setting (e.g. how space is arranged, toys and materials) and the teacher and girl who are the focus of this video segment. What is the teacher doing? How does the child respond? How does the teacher's pace compare to the child's pace? How does the teacher alter the support she is providing to allow the child to practice using a spoon on her own? Why does the teacher show the child how to tip her spoon? How does the girl respond?

Application

  • Which teaching practices does this teacher use to help the child learn how to use a spoon to feed herself? Check the "Know" and "Do" sections for ideas. Are these strategies successful?
  • What might you assume about the girl's grasping skills? What is happening in the video that could be a natural opportunity to check to see what kind of grasp she has?
  • Why does the teacher show the child how to tip her spoon?

Reflection

  • What role might the other child at the table play in supporting the girl's learning to use a spoon?
  • Would you expect this girl to have a clear preference for using her right hand or left hand at this age? What adjustments would the teacher need to make to allow the girl to express her preference or change which hand she uses during mealtime? How would you approach this activity with the child to allow her to choose which hand to use?
  • What other materials, tools, and activities could help this child learn to adjust her reach and grasp?
  • How might the teacher introduce and support the child in learning other self-help practices (e.g., toothbrushing, handwashing, and dressing) that rely on fine motor skills?

Last Updated: July 30, 2018