The document describes the materials and activities available in a fine motor center. It includes four categories: small building toys, art, manipulatives, and puzzles. The center provides developmentally appropriate materials to help children develop skills like hand-eye coordination, self-help skills, and early writing. The teacher's role is to provide a variety of safe, accessible materials and encourage children to explore and create.

1. Fine Motor
Learning
Center
JUANITA GARNER

2. Item #1 Fine Motor Categories
 In the Fine Motor Center, there are four
categories. At all times, there are at least 3-5
materials available to the children in each
category.
 The different materials as follows:
Small Building Toys
Art
Manipulatives
Puzzles

3. Small Building
Toys
:
 Interlocking
Blocks
 Lincoln Logs
 Small Blocks
 Bristle Blocks
 Tinker Toys
 Magnetic Blocks

4. Art Materials
Crayons, watercolor marker
either wide or narrow
Pencils (colored or black, large
or small)
Paints (tempera or watercolors)
with brushes, finger paints
Paper, (various sizes and colors,
construction, painting, drawing
papers)
Tools, such as hole punches,
safe, child – sized scissors, rulers,
stencils,
Play dough, clay

5. Manipulatives: Beads and strings in various sizes, colors, shapes, Lacing
cards with strings, Pegs with peg boards (various sizes, colors, shapes are
available)Zip, snap, and button toys, such as dolls with clothes to fasten or
dressing frames, nuts and bolts

6. Puzzles: Puzzles (Picture puzzles; Floor Puzzles;
Puzzles without frames; Puzzles with frames; and
Puzzles with knobs)

7. Infants and Toddlers

8. High Quality
Infants and Toddlers
Program
 Materials are Developmentally Appropriate and safe.
 Materials are routinely rotated out so children can practice
new skills and there are duplicate materials.
 Children are supervised when using materials and there is the
avoidance of putting materials in their mouth and marking on
the walls.
 Materials are changed with the environment
 Peg boards have large holes
 There are No Beans, No Glitter No Toxic Paint nor are there
materials with scent of real food

9. Item #2 Diversity and Inclusion
Have materials
ready for children
with disabilities
/
Materials are
labeled in native
language
Materials are on
lower shelves to
help children with
disability to be
independent

10. Item #3
Children will develop new skills and abilities
when they have access to the materials and
interactions in the Fine Motor Center for instance:
 Manipulate and handle small objects with their fingers.
 Using their fingers and eyes together to manipulate objects;
encourage development of eye-hand coordination.
 Use their eyes to guide their finger movement
 Learn self- help skills and writing
Citation:
All About ECERS 19 Fine Motor Page 189.

11. Domain: Approaches to
Learning
Strand 2: Initiative and Curiosity
 B10. Invent projects and work on them with little assistance. (Page 9)
Strategies:
 Providing opportunities for child to form, design, and undertake activities and
projects.
 Providing materials of interest including recycled/ reused materials such as paper
towel rolls for child to create own designs

12. Item#4
The role of the teacher
The teacher’s role is to provide
materials and activities for use of eye-
hands coordination that is varied,
safe, appropriate, “available” and
duplicates.

13. Item #4
s is me again juanita garner e
teacher’s role is to provide
materials and activities for use of
eye-hands coordination that is
varied, safe, appropriate,
“available” and duplicates.
and

14. Domain: Fine Arts
Strand 4: Visual Arts
 D9. Create drawings, paintings, models, and other art creations that are
more detailed, creative or realistic. (Page 39).
 Strategies:
 Providing the child with various art materials (e.g., pipe cleaners, colored
tape, scissors and glue).
 Encouraging use of the materials in a variety of ways (e.g., watercolors,
collage materials, scissors, glue, crayons) and introducing simple art
techniques when appropriate(e.g., showing how to roll the clay into a ball;
how to dab the paint brush to avoid paint dripping).

15. Social and Emotional Development
Strand 2: Learning About Self (Self-Perceptions)
 B12. Continue to perceive self as worthwhile and
accepted.
 Strategies:
 Avoiding comparing children and labeling some as “better”
or“ less competent” than others.
 Observing for signs of low self-worth (e. g., holds head down,
slumps in defeat.)
 Commenting on child's status as member of group and as
being “special” to oneself.

16. Physical Development and Health
Strand 2: Fine Motor Development
 B7. Use eye-hand coordination to perform simple tasks. (Page 42).
 Strategies:
 Providing puzzles, small blocks, and tools for art, including
scissors, paper, punches, 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

17. Language and Literacy
Strand 5: Early Writing
 E6. Use scribbles and unconventional shapes to convey messages. (Page 17)
 STRATEGIES:
 Writing child’s comments at the bottom of drawings,
collages or photos.