The document discusses fine motor learning and development. It outlines 4 categories of fine motor skills: art, puzzles, small building, and manipulative materials. Each activity center should include 3-5 activities at different challenge levels. The document provides examples of less challenging and more challenging activities for each category. It also discusses the teacher's role in providing materials, encouragement, and assistance to help children develop fine motor skills.

1. FINE MOTOR LEARNING
CENTER

2. FINE MOTOR SKILLS ARE BROKEN DOWN INTO 4
CATEGORIES
Categories are as follows:
- Art
- Puzzles
- Small building
- Manipulative Materials
. Each activity center should consist of 3-5 different activities for the children to have access to. The
importance is that the child learns something from the manipulatives. Each center should have at
least two levels of challenge. Containers for equipment should be stored away neatly and labeled.
Inoperable equipment should be separated from the center and also changed out monthly.

3. ART...
Allowing art in a motor skill activity allows the child to express themselves while using their
motor skills. Crayons, pencils, markers, paper, and paints help children with eye and hand
coordination in one setting. Identifying different colors and using them accordingly to
create a logic art piece.

4. ART CHALLENGE EXAMPLES. . .
• Painting with foam could make the project a
little easier because you don’t have to be as
neat with a sponge.
• Free drawing isn’t much of a challenge.
• Paint with brushes would be more challenging
because you’d have to a little more tedious.
• Tracing is more of a challenge to stay on lines
and keeping the drawing intact.
• LESS CHALLENGING: • MORE CHALLENGING:

5. PUZZLES. . .
• Puzzling is a great way to utilize your brains to come up with accurate thinking strategies and put
them to use.
• For infants you could use puzzles with knobs verses puzzles without. You may also use puzzles with
outlines.

6. PUZZLE CHALLENGE EXAMPLES. . .
LESS CHALLENGING:
• Puzzles with less pieces
• Puzzles with an outline
• Puzzles with knobs
MORE CHALLENGING:
• Puzzles with a lot of pieces
• Puzzles without an outline
• Puzzles without knobs

7. SMALL BUILDING. . .
Building gives a child chances to work on hand and eye coordination in conjunction. For infants
you would provide less Lego pieces for them to manipulate. For toddlers you could provide
different layouts for them to follow and come up with a designs.

8. SMALL BUILDING CHALLENGE EXAMPLES. . .
LESS CHALLENGING:
• Less pieces
• Bigger blocks
MORE CHALLENGING:
• More pieces
• Smaller pieces
• Links

9. MANIPULATIVES. . .
• Manipulatives help children grasps ways of learning through hands-on experiences.
Manipulative materials should be provided for children to use.

10. MANIPULATIVE CHALLENGE EXAMPLES. . .
LESS CHALLENGING:
• Zippers
• Busy boards
MORE CHALLENGING:
• Buttons
• Beads

11. DIVERSITY WITHIN FINE MOTOR:
• Different levels of challenge. Different level challenges could go by age of
developmental skills.
• Let children do manipulative actives with and without instructions.
• I would allow numerous way for a child to understand one motor skill.
• Ex: For small building allow free building and then challenge child to build a
specific piece.

12. HAVING ACCESS TO FINE MOTOR ACTIVITIES:
• Fine motor helps a child with acceptance of new challenges.
• Succeeding in small accomplishments helps with confidence in future tasks.
• Helps a child build self-esteem
You always want a child to feel useful when they’re working on group projects or
individuals. Feeling useful helps with motivation.
(text: page 34)

13. THE TEACHER’S ROLE..
• A teacher’s role is to first provide manipulatives for the children to learn with. By
learning I mean provide appropriate challenges for them to succeed to the next
level.
• Examples:
• Encourage the child by assuring them they can complete the task because
they’ve already completed the first step.
• Be supportive even if the child encounters a mishap be supportive and assist with
moving on.

14. DOMAIN: PHYSICAL DEVELOPMENT & HEALTH
• Strand 2: Fine motor development
• B1: Develop some ability to grasp
and hold a variety of objects (page
125)
• Strategies: Providing toys that make
noises as infants move, such as rattles, as
well as soft toys that they can squeeze.
(page 125)

15. DOMAIN: PHYSICAL DEVELOPMENT & HEALTH
• Strand 2: Fine motor development
• B7. Use eye-hand coordination to
perform simple tasks.
• Strategies: proving puzzles, small blocks, and
tools for art including scissors, paper punching,
and tape
• Stringing beads, using lacing cards, offering a
variety of puzzles to build hand eye
coordination.
• Providing opportunities for child to draw shapes
and designs using crayons, chalk, and large
pencils.
(Page 126)

16. DOMAIN: PHYSICAL DEVELOPMENT & HEALTH
• Strand 2: Fine motor development
• B8.Imitate writing by scribbling,
usually without regard to direction or
location.
• Strategies: Modeling uses of writing
and drawing in everyday life.
• Providing opportunities for child to
use a variety of writing materials
(page 126)

17. DOMAIN: PHYSICAL DEVELOPMENT & HEALTH
• Strand 2: Fine motor development
• B9.Show beginning control of writing,
drawing, and art tools.
• Strategies: Engaging child in writing
letters and stories for friends or family
• Modeling writing, drawing, and the use
of art tools, including pencils, markers,
chalk, paint brushes, and various types
of technology.
• Modifying activities to ensure
participation of child with special
needs(e.g., attach rubber grips to
pencils and pens).
(page 127)