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Fantastic Fingers® Fine Motor Program -


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Learn more about fine motor skills including facts from fine motor research and a comprehensive fine motor program which improves children's fine motor skills in preparation for success at school. Fantastic Fingers® is an effective fine motor program developed by occupational therapist Ingrid C. King. It is suitable for children ages 4+ as part of a school readiness programme. The songs and games can also be used to help older children with special needs as part of an occupational therapy program. Visit and

Published in: Education, Health & Medicine
  • Your GCSE maths program has had a big impact on my revision for the better. You have made everything really simple to understand while still keeping all the necessary information. This is vital to my revision as I can quickly understand the key concept of that type of question and then I can apply it to some practice questions, thus saving me time. Your other book �How To Maximise Your Result In Every GCSE Exam� has greatly helped me in all of my other subjects as I can revise effectively which frees up my time and in class tests I have noticed a significant improvement from getting B and C grades to now getting A and A* grades. Thank you very much for these guides, I wish I had found them sooner! ■■■
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Fantastic Fingers® Fine Motor Program -

  1. 1.  Frustrated & embarrassed in front of their peers  Difficulty keeping up with the required volume of written work  Academic progress affected  Lowered self-esteem  Behavioural problems* * Ratcliffe. I, Franzsen, D.& Bischof, F. (2011). Development of a Scissor Skills Programme for Grade 0 Children in South Africa: A Pilot Study. South African Journal of Occupational Therapy, 41 (2), 24-32.
  2. 2.  In Australia 23% of five year olds are developmentally vulnerable in the physical health and wellbeing domain of the AEDI checklist. This includes fine motor skills, handedness & coordination*  Internationally, approximately 12% of children have difficulties with manual dexterity**  In the US estimates of children with handwriting dysfunction range from 10-30%*** * A Snapshot of Early Childhood Development in Australia 2012: Australian Early Development Index National Report. Retrieved 20 September 2013 from ** Ratcliffe. I, Franzsen, D.& Bischof, F. (2011). Development of a Scissor Skills Programme for Grade 0 Children in South Africa: A Pilot Study. South African Journal of Occupational Therapy, 41 (2), 24-32. *** Feder, K., Majnemer, A.& Synnes, A. (2000). Handwriting: Current Trends in Occupational Therapy Practice. Canadian Journal of Occupational Therapy, 67, 197-204.
  3. 3. 0 10 20 30 40 50 60 70 80 90 100 Ages 3- 5yrs* Ages 5- 6yrs* Grades 2,4,6** Other Classroon Tasks Fine Motor Writing Tasks Fine Motor Manipulative Tasks In total an average of 42% of time is spent on fine motor tasks * Marr, D., Cermak, S.A., Cohn, E.S. & Henderson A. (2003). Fine Motor Activities in Head Start and Kindergarten Classrooms. American Journal of Occupational Therapy, 57(5), 550-557. * McHale, K. & Cermak, S.A. (1992). Fine Motor Activities in Elementary School: Preliminary Findings and Provisional Implications for Children with Fine Motor Problems. American Journal of Occupational Therapy, 46(10), 898-903.
  4. 4. 1. Executive Function (incl. Attention) 3. Early Maths Skills 4. Fine Motor Skills 2. Early Language & Reading Skills Grade 2 Maths Grade 2 Reading Grissmer et al (2010) argued that early childhood education interventions should shift focus from direct math and reading instructional practices to more on building foundation skills of attention and fine motor
  5. 5. Dinehart and Manfra (2013) p159: It is unclear whether early childhood teachers understand  the value of fine motor skills  and have the means by which to instruct, evaluate, and provide early intervention services for children with limited fine motor ability Further research is needed to determine how effective teaching teachers about the importance of fine motor skills will be on improving their student’s fine motor skills… and determine the effectiveness of adding these skills to early education curricula. These findings will be central to educational policy and practice * Dinehart, L. & Manfra, L. (2013). Associations Between Low-Income Children’s Fine Motor Skills in Preschool and Academic Performance in Second Grade. Early Education and Development, 24, 138-161.
  6. 6. Teaching staff and OT worked collaboratively to address the fine motor needs of a group of five year old children. The children participated in 60 sessions of activities from an early version of Fantastic Fingers® Fine Motor Program. Evaluation of the children’s performance prior to and following intervention, revealed a statistically significant improvement in their fine motor skills. Teacher perception of the training and intervention was positive with a follow-up six years later, showing that the training and program continue to be included in the teaching program. by Ingrid C. King
  7. 7. ‘There is an enormous need for fine motor development. If the students don’t have good fine motor skills then how will they write their name or a sentence… The activities are fabulous . They are fun and have a dual purpose (integrating the curriculum). I still use them. The collaboration (between us) was enormous … I’m a hands- on kind of person and I needed you to show me so that it would stick in my brain… It was very easy to carry on with the program when you left…’
  8. 8. ®  Updated in 2015 & now includes: 100 activities, 15 action songs, a story with five animal finger characters & 100 printable worksheets  Activities are combined into a flexible program for use by parents, teachers & therapists  For all children ages 4-6 years & for children ages 6-8 years with special needs
  9. 9. ®  Fantastic Fingers® Fine Motor Program (2015 revised & expanded edition) available as:  A hardcopy book, CD with 15 songs (incl. MP3 format) & 100 worksheets, & 2 hour instructional DVD  Available as an eBook package with book & worksheets in PDF, songs in MP3 format & access to over 20 online videos
  10. 10. ® Music is an important therapeutic medium - increases motivation & can be used effectively to increase strength & coordination & promote self-esteem* * Lee, B. & Nantais, T. (1996).Use of Electronic Music as an Occupational Therapy Modality in Spinal Cord Injury Rehabilitation: An Occupational Performance Model. American Journal of Occupational Therapy, 50(5), 362-369.
  11. 11. ® Fantastic Fingers® improves: 1. Fine Motor Skills 2. Other Developmental Skills 3. Academic Skills – early literacy & numeracy
  12. 12.  Stimulates expressive & receptive language  Enhances social interaction & cooperation  Develops motor planning, rhythm & timing  Fosters creativity  Improves self-esteem
  13. 13.  Improves ability to attend, follow instructions & concentrate on tasks  The 40 new extension activities address: early numeracy e.g. counting, shapes, patterns, measurement, sequencing etc.; & early literacy e.g. rhyming, identifying syllables & sounds, alphabet knowledge, working from left to right, pencil control etc.
  14. 14.  Program content & structure is derived from sound literature & evidence based practice  Complimented by extensive clinical experience – trialed in different settings  Program caters for wide range of needs – whole class inclusive, small focus groups, individuals  Flexible program allows for integration with school curriculum - extension activities for early numeracy & literacy  Training provided into the ‘why’ & ‘how’ for parents & teachers through theory sections in book & instructional DVD or online videos  Illustrated written instructions together with real life demonstrations - activities are done correctly  Economical – uses everyday materials & is available as an eBook package too  User friendly & enjoyed by children & adults alike!
  15. 15. What a child becomes depends entirely on how he is educated. My prayer is that all children on this globe may become fine human beings, happy people of superior ability, and I am devoting all my energies to make this come about, for I am convinced that all children are born with this potential – Dr Suzuki