Poor fine motor skills can negatively impact children ages 3-5 in important ways. Fine motor skills allow children to interact with and learn about the world, and are precursors to early literacy, numeracy, and self-care abilities. Factors like genetic predispositions, environmental influences like prenatal exposure to drugs or alcohol, and lack of engaging activities can cause delays. Children with poor fine motor skills may struggle with tasks their peers find easy and can experience lowered self-esteem and frustration as a result. Educators must provide supportive environments, targeted activities, patience and encouragement to help all children develop these essential skills.

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RESEARCH PROPOSAL
The Effect of Poor Fine Motor Skills on Children between the Ages of 3-5 Years
Area of Focus/Problem
The purpose of this study is to describe how poor fine motor skills affect children at the
age of 3-5 years. This area of focus statement satisfies the fundamental principles of action
research since it involves teaching and learning, which is a topic that is of great personal interest
to members of the group, within our focus of control and is an area that needs to be addressed.
Children are in motion virtually from conception and develop their abilities to move their
bodies as they grow. Young children spend most of the day in physical activity; therefore, the
development of fine motor skills must take a high priority in early childhood programs. Fine-
motor activity uses the small muscles of the body and its extremities (the hands and feet). Such
movement requires dexterity, precision, and manipulative skill. Grasping, reaching, and holding,
banging, pushing, spinning, and turning are all activities that refine these skills. As teachers we
need to be informed and knowledgeable about child development and growth to help children
develop functional and flexible bodies. These skills are important in most school activities as
well as in life in general.

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Literature Review
Several sources were used to gather information relating the development of fine motor
skills in young children, however, a few key similarities were found in all of these sources.
These include a definition of fine motor skills, the importance of fine motor skills,
milestones that demonstrate whether or not proper development of fine motor skills is taking
place, causes of poor fine motor development and how we can support children who are
experiencing fine motor difficulties.
According to the Encyclopedia of Children’s Health (2013), fine motor skills can
generally be defined as the ability to control and coordinate the muscles in hands, wrists, fingers,
feet, toes, lips, and tongue. To explain the term fine motor skills, Owens (2008), states, “it
involves the use of the small muscles in the fingers, hands, and arms” in contrast to Boyer
(2009), who only mentions the use of the “small muscles in the fingers (index, middle, and
thumb) and wrists” However, both authors agreed that hand-to-eye coordination is an important
part of fine motor development.
Fine motor skills form the basis for many of the skills that children will develop and
enhance as they move through childhood. For infants and young children, their fine motor skills
facilitate their interactions with the world and therefore their learning. Therefore, Owens (2008)
and Cook & Hogan (2013), has agreed that children’s fine motor skills are precursors to the
development of early literacy, numeracy and self-help skills of independence. Ackerson (2010)
later added to this by listing a few self-help skills such as feeding and dressing. One of the most
essential reasons for developing fine motor skills is to help aid in the ability of self-help

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proficiency. In the beginning, young children need to learn how to dress themselves and use the
toilet. Literacy and numeracy skills come later as they move into their pre-kindergarten years.
As adults, we have mastered most fine motor skills but we often neglect the fact that
young children are struggling with simple tasks that we take for granted. Some of these tasks
that we often take for granted are counted as milestones that demonstrate whether or not proper
development of fine motor skills is taking place. Certain achievements must be accomplished,
for example- tearing paper, buttoning a button, and holding and writing with a pencil (Ackerson,
2010). Others are discovering arms, hands, feet, fingers, and toes, grasping of objects, feeding
themselves, lacing, drawing and cutting (Boyer, 2009). However, it is important to note that
mastery of these skills does take time. Daily usage of the fingers, wrists, and eye coordination
will help enhance young children’s fine motor development.
There are many factors that cause children to have poor fine motor skills. Shuster (2007)
declares that the primary cause of fine motor control problems is a lack or over abundance in
muscle mass. This is in contrast to Boyer (2009), who simply states that “One that is most
commonly found in young children is a lack of interest or desire in what they are doing.” It is
important to note that different children of different groups will have different factors that cause
them to possess poor fine motor skills. However, several key factors that cause poor fine motor
skills in different children remain the same and these are the following:
 environmental factors can lead to fine motor skill problems (alcohol or drug use during
pregnancy)
 inherited factors such as ability level, rate of physical maturation and body type and

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 activities that are too challenging (or less) that inhibit or place stress on the development
of fine motor skills
Poor fine motor skills can be extremely frustrating for children, especially at the age of 3-5
years old. Imagine having trouble with a skill all of your friends are tackling with ease. Properly
developed fine motor skills are important to everyday living. Therefore, it is important that we
support children in this domain of development. When dealing with a child with poor fine motor
skills it requires patience, understanding, time, practice and continuous encouragement.
“Positive reinforcement is an excellent way to motivate children when they are feeling
discouraged about performing fine motor tasks” (Boyer, 2009).
The development of children’s fine motor skills is an important foundation for the attainment
of other skills such as literacy, numeracy and self-help skills. Certain milestones indicate
whether or not a child is developing his/her fine motor skills properly and these include the
ability to grasp objects and perform precise movements with the hands and wrist. For most
children who suffer from poor fine motor development several factors relate to this such as
environmental factors, inherited/genetic factors and poorly structured activities. We must keep in
mind that children with poor fine motor skills are struggling therefore proper support, resources,
activities and a self-help environment must be provided for these children to thrive in their
development of the essential fine motor skills.

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Definition of Variables
Fine motor skills- Fine motor skills generally refer to the small movements of the hands, wrists,
fingers, feet, toes, lips, and tongue (Encyclopedia of Children’s Health, 2013).
Developmental milestones- skills gained by a developing child, which should be achieved by a
given age. Examples include smiling by six weeks and sitting unsupported by eight months.
Failure to achieve a particular milestone by a given age is indicative of developmental delay (A
Dictionary of Nursing, 2008).
Hand-eye coordination- Hand-eye coordination is your ability to coordinate your vision with fine
motor skills. You start developing this kind of coordination instinctively when you are an infant.
Hand-eye coordination involves visually guiding your hands and your eyes while using eye
movements that optimize your vision at the same time (Cavazos, 2011).
Positive reinforcement- Positive reinforcement is a concept first described by psychologist B. F.
Skinner in his theory of operant conditioning. Positive reinforcement is anything added that
follows a behavior that makes it more likely that the behavior will occur again in the
future (Cherry, 2011).
Self-help environment- The self-help environment has one of its fundamental goals as the
development of children’s own skills- fostering their mastery of basic abilities that will allow
them to become responsible for their own personal care, their own learning, their own emotional
controls, their own problem-, and their own choices and decisions. (Gordon and Browne, 2008)

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Research Questions
What are the factors that influence poor fine motor skills?
A number of factors can cause poor fine motor skills or delayed fine motor skill
development in children, including stroke, injury, illness or birth defects. Children up to age 5
who do not attain new fine motor skills may have a developmental disability such as mental
retardation .Other causes can include visual impairments, hearing impairments and diabetes.
Signs of fine motor problems are difficulty controlling or coordinating body movements,
especially with the face, hands and fingers.
Genetic and environmental factors can lead to fine motor skill problems. While pregnant,
a mother exposed to alcohol can directly affect the neurons in the fetus’s brain which can lead to
difficulties with self-control in fine motor skill development. Even smoking has been known to
have negative effects on motor skills. Traumatic brain injury creates injury too many parts of the
brain, disrupting the brain's communication pathways to the limbs. Diseases such as Cerebral
Palsy affect parts of the brain that control muscle coordination and can negatively disrupt fine
motor skills.
How can poor fine motor skills impact the socio-emotional development of the child?
Fine motor skills develop as your child's whole body gains mobility, stability, cognitive, and
emotional/social development. It is important to understand how children develop physically,
socially, emotionally and intellectually to know that all areas of development are equally as
important as each other, and that all impact on one another. Students with poor fine motor skills
tend to be ‘made fun of’ by their peers as they have not mastered the tasks that they have. This

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can affect the child’s self-esteem deeply and deter them from attempting in activities. Children
with poor fine motor skills may avoid activities or be present and frustrated in the classroom
while his/her peers are seemingly performing with much more ease than they. This produces a
negative cycle as these children will have fewer opportunities to practice and improve their fine
motor skills. The frustration in dealing with trying to control their fine motor movements
combined with trying to ward off social humiliation all the while navigating the developmental
steps, fighting to grow up, make good grades, and get kids to like them can be more than any one
kid can handle. Early diagnosis, intervention and lots of consistent support are vital.
How do poor fine motor skills affect a child’s independence?
Poor fine motor skills affect a child’s independence by not allowing a child to feel responsible
and having them reply on another person hence taking away their ability to perform everyday
tasks. This has them dependent on others and makes it more difficult in the future to excel or
master the basic skills at the age appropriate level. This can also affects the child’s self-esteem
making them think or believe that they cannot accomplish tasks on their own. For example,
because these students hate to write, they avoid an entire array of activities that are essential to
their development as a student. Every time a child with fine motor disabilities sits down to write
pretty much anything, or every time they endeavor to express themselves on paper, they begin to
question themselves and doubt their potential to succeed at something they choose to do.

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Interventions or Innovations
Between the ages of 3-5 years some major milestones must be met for children to
develop good fine motor skills. These are as follows:
 Three years: Builds tower of nine or ten blocks. Puts on shoes and socks. Can button and
unbutton. Carries containers with little spilling or dropping.
 Four years: Dresses self except for tying. Cuts with scissors, but not well. Washes and
dries face.
 Five years: Dresses without help. Ties shoes. Prints simple letters.
In our study, we focused on two children, a boy and a girl (between the ages of 3-5), who
had poor fine motor skills in the classroom. Several key milestones were noticed in these
children that were lacking or not met. For example, they both had trouble writing and would
often get frustrated with simple drawing, colouring, or holding a pencil, they could not lace their
shoes, they were often clumsy during the day- falling, running into things, spilling things during
lunchtime and they had problems using a scissors.
Since these children were struggling to do most of these aforementioned activities we
became concerned that they may have poor fine motor skills. The best plan is to take the time to
practice, enhance, and evaluate these skills. Several suggested activities like drawing, coloring
and paper cutting art involving cutting out paper chains and making paper crafts can help a child
to develop their fine motor skills. Drawing can improve how neatly the child can draw lines and
shapes, improving the overall appearance of letters and shapes all together; paired with coloring
this helps the eyes determine where to stop by staying within the lines in shapes and forms.
Tracking movement is one of the key factors in fine motor skills. There are also toys and games

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available that are geared for the improvement of fine motor skills. Modelling the desired
behaviour for the children, staying with them while they try and by giving encouragement,
support and rewards when they have accomplished a task, these fine motor skills can be
developed.
Negotiations to Be Undertaken
Negotiations need to be undertaken to ensure that the research is carried out using ethical
procedures. Two students were selected from an ECCE school. These two students were between
the ages of three to four years and have problems developing their fine motor skills. The school’s
principal administrator gave us permission as parents already signed a consent informing that we
could observe the students. Parents were then given a checklist to complete at home concerning
their child. Their teachers were also given the same checklist concerning the student that was in
their class and the researchers also completed checklists. All participants will be given the
assurance that the research would be conducted in a professional manner and any data collected
will be treated with confidentiality, where neither the identity of the school nor any student or
teacher will be revealed.
Procedure:
- In order to engage in this research project, a letter was sent to the principal/administrator
of the school informing her on the nature and relevance of the study. Negotiations were
made with the Principal of the school. This is to ensure that we were granted permission
to carry out the research in the school.
- Before the distribution of checklists, the parents and teachers were informed about the
purpose of completing it, and they were also given assurance that their names and other
personal information along with the data collected will be kept confidential.

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- Parents were asked to sign a letter of consent for their child/children to be observed.
- The researcher will seek permission to set up informal interviews with the teachers.
- The researcher then acquired the teacher’s permission to observe the children in the
classroom.
Timeline
Phase 1 (duration- 1 month)
- Identify the area of focus
- Take time to reflect on one’s own beliefs and to understand the nature and context of the
area of focus that was chosen
- Collect literature from multiple sources that relates to the topic (online resources,
journals, articles, textbooks)
- Analyze these documents (choose the pertinent literature and sort it by its importance)
- Develop research questions that will help provide a focus for the data-collection plan
- Develop interviews and checklists to help with the collection of data.
Phase 2 (duration 1 month)
- Get permission from all stakeholders involved to carry out interviews or use checklists.
These include parents, teachers and the principal.
- Collect the initial data (for example, use photos of the work samples of children and,
observation)
- Conduct interviews with children and/or parents/teachers

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Phase 3 (duration 2 months)
- Develop a plan to modify the curriculum, instruction, activities and learning centers as
needed to help children develop fine motor skills
- Enact the plan
- Continue data collection during these two months
- Record all observations of improvements of important notices
- Schedule meetings with parents/other teachers for input on how they can improve the
curriculum or help with the development of the children’s fine motor skills
Phase 4 (duration 1 month)
- Review the recordings made during the action plan
- Complete the analysis of all data collected
- Develop a folder to show the process of the action plan from start to finish
Statement of Resources
To participate in this study of identifying the effect of poor fine motor skills in children
between the ages of 3-5 years each member must firstly review the related literature (books,
Journals and e-resources, articles). Next to begin the study the necessary documentation for
approval must be delivered and collected. All checklists must be copied and placed into a sealed
envelope. However, basic materials will include: writing paper, coloured pencils, crayons,
scissors, blocks, puzzles, toys, games, play dough, folder, printer and ink, observation register,

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teacher’s checklist, copy of group listing, digital camera, letters of consent, and letter to
principal.
Data Collection Plan
Based on the nature of the situation, where children are displaying difficulty in fine motor
skills, the most suitable method of data collection for this study is a mixed method. This includes
collecting information by utilizing both quantitative (numerically based) and qualitative
(experience based) techniques. Qualitative data collection includes the fieldwork strategy of
experiencing and enquiring which will be the techniques undertaken, in addition to a teacher-
made activities which will provide quantitative data.
Direct Observation: The teacher will observe children during group and individual activities
and record their fine motor skills on a checklist. Other notes and observations will be recorded in
an observation register.
The following data will provide evidence for the study being done.
1. An Inventory list of the toys, games, and other materials available at the school to
develop fine motor skills.
2. Informal Interviews with the cooperating teacher and collection of children’s work
samples.
3. Indirect and direct observation of the resources available and used in the classroom.
4. Photos of activities requiring the use of fine motor skills used in the classroom.

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Data Analysis Plan
Checklists, direct and indirect observation, informal interviews/questioning and inventory
listing are some of the methods of data collection that will be used in this study. The information
collected will be analyzed using the mixed method. It will include work samples, descriptive
evidence in support of the survey. We will report the data from the checklists, observations and
informal interviews in the form of pictures and objective word analysis. The observation
findings produced conflicting results where the resources are available, but they are not utilized
to the fullest by the teachers. This issue could have been as a result of a lack of knowledge on the
use of resources and time constraints on the teacher’s behalf.
Qualitative Data Collection Techniques Used
Qualitative data collection methods are experience based. There are three primary data
collection techniques that one can utilize when using this method. These include; experiencing,
enquiring and examining. Our group utilized the following methods;
Observation:
Advantages:
 Hands-on insight to student behaviour.
 Broader spectrum of results.
Disadvantages:
 Misinterpretation of behaviour.
 Biasness.
 Narrow range of focus.

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Photography:
Advantages:
 Visual evidence
 Ability to identify faults.
Disadvantages:
 Breach of personal privacy.
 Misinterpretation of photos.
Quantitative Data Collection Techniques Used
Quantitative data collection methods are based on numerical data and mostly used in
keeping record of students’ performance. Our group utilized the following method;
Checklists: These were given to the teachers and parents to get their perspective on the topic.
Advantages:
- It is easy to understand and complete.
- Allows us to collect, analyse and interpret large amounts of data in a relatively short
amount of time.
Disadvantages:
- It may not allow the participant room to explain themselves as they may desire.
- There is no way of telling how truthful the respondent is being, as a result lacking
validity.

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Implementing the Action Plan
With the research proposal completed, it is time to put the plan in action. The
interventions and innovations listed previously will be implemented, practiced, monitored, and
assessed. With repeated opportunities for practice, young children gain confidence in their use of
materials provided for example, to cut with scissors, model clay, or draw or paint on smaller
surfaces which can help develop fine motor dexterity and control.
As prospective early childhood professionals, we are also in a position to observe a child
and to encourage activities which will broaden his or her fine motor skills. All children,
including very young children, should be exposed to the broadest possible range of positive
experiences and encouraged to learn in all ways that will support and enhance the development
of fine motor skills.
Reflection on Action Research Process
According to Mills (2011, pg. 11), “One of the outcomes of action research is that it
satisfies the desire of all teachers to increase the predictability of what happens in their
classrooms- in particular, to increase the likelihood that a given curriculum, instructional
strategy, or use of technology will positively affect student outcomes.” This action research
process has taught us that as teachers we all have an instinctive nature to want to be able to
predict what can happen in our classrooms by looking at the developmental milestones of
children and matching it to their abilities.

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We have found that not all children are predictable and will follow this pattern, as with
the children in our study who showed poor fine motor skills. Therefore, we need to be able to
develop a plan to modify the curriculum, create strategies, and support the children as best as we
can so that optimal physical development in terms of fine motor skills will be accomplished. As
educators we found this action research process to be educational, informative, and useful as it
serves as a foundation to improve our teaching strategies and techniques in a practical manner.
We can now see the importance of planning, researching, analyzing, and reflecting and we will
surely use these concepts in our future endeavors as early childhood educators.

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Bibliography
 Ackerson, D. (2010). The Importance of Developing Your Child's Fine Motor Skills. In
Examiner.com. Retrieved April 3, 2013, from http://www.examiner.com/article/the
importance-of-developing-your-child-s-fine-motor-skills.
 Amorson, A. (2001). Learn to move- move to learn. Jigsaw. (21), 6-7
 Avdameg, I. (2013). Fine Motor Skills- symptoms, definition, description, common
problems. In Encyclopedia of Children's Health. Retrieved April 3, 2013, from
http://www.healthofchildren.com/E-F/Fine-Motor-Skills.html.
 Boyer, S. (2009). Early Childhood Development. Developing Fine Motor Skills. Suite101:
Vancouver, Canada
 Cherry, K. (April 29, 2011). Positive Reinforcement - Psychology Definition of the Week. In
About.com. Retrieved April 7, 2013, from
http://psychology.about.com/b/2011/04/29/positive-reinforcement-psychology-definition-
of-the-week.htm.
 Crawford, J. D., Medendorp, W. P., & Marotta, J. J. (2004). Spatial Transformations for Eye
Hand Coordination. Journal of Neurophysiology. doi:10.1152/jn.00117.2004
 Developmental Milestones: Dictionary definition of developmental milestones
Encyclopedia.com: FREE online dictionary. (n.d.). In Encyclopedia.com | Free Online
Encyclopedia. Retrieved April 5, 2013 from
http://www.encyclopedia.com/doc/1O62-developmentalmilestones.html
 Egle, C. (2004). A practical guide to working with children. Victoria: Tertiary Press.

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 Gordon, A. G., and Browne. K. W. (2008). Beginnings and Beyond: foundations in early
childhood education. 7th
Ed. Clifton Park, N.Y. Thomson Delmar Learning. USA.
 Mills, G. E. (2010). Action research: A guide for the teacher researcher (4th
ed.).
New Jersey: Pearson.
 Morrison, G. S (2007). Early childhood education today 10th
Ed. Upper Saddle River, NJ:
Pearson
 Owens, A. (2008). Supporting children's development. Fine motor skills. (28), 3-5.
 Shuster, A. (2012). OT Articles, Causes and Treatment of Poor Fine Motor Control.

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Appendix
COCOYEA EARLY CHILDHOOD CARE AND EDUCATION CENTRE
CHECKLIST: The Development of Fine Motor Skills in Children Ages 3-5
Place a tick ( ) on the appropriate box
Fine Motor Skills Yes No
Is able to trace patterns
Able to stick paper
Able to colour
Turn pages singlely
Holds cup in one hand
Work with simple puzzles
Able to fold paper/cloth etc.
Pincher grasp-pencil/brush
Can tie shoe laces
Can pour liquid in a glass without spilling
Can cut with a scissors

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COCOYEA EARLY CHILDHOOD CARE AND EDUCATION CENTRE
ST. ANDREWS AVENUE
PARK WEST
COCOYEA
March 19, 2013
Dear Parent or Guardian,
The UTT students are conducting a research study entitled ‘The Effects of Poor Fine Motor
Development in Children Ages 3-5’ with the students at the Cocoyea E.C.C.E. Centre.
Ultimately, our hope is to learn about children with poor fine motor skills so that we can modify
our teaching and learning strategies to best meet the needs of these students. With the permission
of the district’s administrator, we are requesting that you allow your child to participate.
Participants in the study will be asked to complete a brief questionnaire. The total time to
participate in the study will be approximately ten minutes. No names will be used in filling out
the questionnaire so all responses will be anonymous. No one at the school will have access to
any of the information collected. Surveys will be kept in a locked file cabinet accessible only to
the researchers.
Participation in the study is entirely voluntary and there will be no penalty for not
participating. All students for whom we have parent consent will be asked if they wish to
participate and only those who agree will complete the forms. Moreover, participants will be free
to stop taking part in the study at any time.

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Please give your permission by signing the enclosed consent form and having your child
return it to his or her teacher tomorrow.
Consent to Participate
I have read the attached informed consent letter and agree to have my youngster participate in the
study as stated above.
Student’s Name
__________________________________________________
Parent’s or Guardian’s Name (please print)
__________________________________________________
Parent’s or Guardian’s Signature Date
__________________________________________________ __________________

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Pictures of Student’s Work Samples
Example of poor fine motor skills Example of good fine motor skills
Example of student’s writing (poor fine motor skills)

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Example of student’s writing (good fine motor skills)