|
Hands-On Dominance
Information for Teachers and Parents By, Marianne Gibbs, EdD, OTR Gibbs Consulting, Inc. www.writeoutofthebox.com The establishment of hand dominance is a complex brain process. Predominant and proficient use of one hand over the other for handwriting, feeding, and performing other functional activities in daily life usually emerges in a young child between 4.5 and 6 years of age. Up to 90% of the population is right-hand dominant and 10% is left- or mixed-hand dominant. Encouraging or forcing the use of a particular hand in functional activities such as handwriting may actually lead to stuttering, stammering, and increased levels of stress within young children (Meng, 2007), not to mention inefficient hand use. Research supports us in our effort to honor the natural development of handedness in each young child as we guide him/her in the hand, head, and heart toward handwriting. Observing the emergence of hand dominance or any other aspect of child development is a gift to the teacher or parent. So, don't worry when a young child is switching hands when coloring - instead realize that you are watching that child's brain working through his/her hands to determine hand dominance for a lifetime! While it may be tempting to help a young child "decide" which hand will be the dominant mover and which hand will be the non-dominant stabilizer, research recommends a facilitative role for teachers and parents. We must encourage children's use of hands in play and daily activities where two hands are performing different jobs in order to develop hand dominance. Presenting toys and other items at the midline (belly button level) allows young children to use the preferred hand to grasp and use the object spontaneously, which reinforces hand dominance. Educators and parents can help facilitate establishment of hand dominance in young children by presenting one-handed activities or implements at the midline (belly button level) to encourage spontaneous grasping with the preferred hand. One particular activity children love is finding a bead or button that is hidden in putty using only one hand. Reference: Meng, L. (2007). The rate of handedness conversion and related factors in left-handed children. Laterality, 12(2), 131-138. Please visit www.writeoutofthebox.com for more information about how to develop fine motor skills in young children. © 2015 Gibbs Consulting, Inc. |
http://www.prekinders.com/shape-songs-kids/
http://www.teachhandwriting.co.uk/developmental-pencil-grips.html
The link above is a great source for hand grasp growth that we work on in early childhood. |
Above is a link to some WONDERFUL shape songs. The children would love to hear these. Have fun ! singing along.
info@elizabethtaberlibrary.org
ELIZABETH TABOR LIBRARY in Marion has LOTS of wonderful resources and passes for family adventures...
Cooking with children link:
|
has lots of great programming for children.
TOE JAM PUPPET BAND is at the Buttonwood Park Zoo on Mondays at 10 am.... |
The Importance of Play Five Essentials to Meaningful Play by Marcia L. Nell and Walter F. Drew
1. Children make their own decisions
When children choose how to play for themselves, they experience freedom in making those choices. They also begin to see connections between choice and the consequences or results of that choice.
2. Children are intrinsically motivated
The impulse to play comes from a natural desire to understand the world. This play impulse is as strong as your child’s desire for food or sleep. It is this instrinsic motivation that allows a child to regulate her own feelings and desires in order to keep playing. Because children eventually find it more important to be part of play with their friends than to satisfy their own wants and needs at that moment, children learn self-control. and self-control has been shown to lead to success in later years, especially in today’s information age where distractions are part of daily life.
3. Children become immersed in the moment
In true play, children are so fully engaged that they lose awareness of their surrounds, time and space. In this risk-free atmosphere where reality is suspended, children have the security and safety they need to experiment, try new ideas and investigate the laws of nature. Although they are immersed in their play, children still can recognize reality versus fantasy, something parents often wonder about.
4. Play is spontaneous, not scripted.
Often, play is totally unplanned. Other times, play is planned but a child impulsively makes a change. One child changes his mind, or perhaps a toy does not cooperate. This sense of the unknown provides children with opportunities to develop flexibility in their thinking and decision making, which is a vital life skill.
5. Play is enjoyable.
Play always has an emotional response attached to it. Without this emotional connection, the experience is simply an activity; it is not PLAY. Enjoyment is the direct result of engaging in play. It is FUN! These five essential elements of play outline why play provides your child with a rich experience. And isn’t that what we want for our children, to develop play memories that will become the “good old days”?
1. Children make their own decisions
When children choose how to play for themselves, they experience freedom in making those choices. They also begin to see connections between choice and the consequences or results of that choice.
2. Children are intrinsically motivated
The impulse to play comes from a natural desire to understand the world. This play impulse is as strong as your child’s desire for food or sleep. It is this instrinsic motivation that allows a child to regulate her own feelings and desires in order to keep playing. Because children eventually find it more important to be part of play with their friends than to satisfy their own wants and needs at that moment, children learn self-control. and self-control has been shown to lead to success in later years, especially in today’s information age where distractions are part of daily life.
3. Children become immersed in the moment
In true play, children are so fully engaged that they lose awareness of their surrounds, time and space. In this risk-free atmosphere where reality is suspended, children have the security and safety they need to experiment, try new ideas and investigate the laws of nature. Although they are immersed in their play, children still can recognize reality versus fantasy, something parents often wonder about.
4. Play is spontaneous, not scripted.
Often, play is totally unplanned. Other times, play is planned but a child impulsively makes a change. One child changes his mind, or perhaps a toy does not cooperate. This sense of the unknown provides children with opportunities to develop flexibility in their thinking and decision making, which is a vital life skill.
5. Play is enjoyable.
Play always has an emotional response attached to it. Without this emotional connection, the experience is simply an activity; it is not PLAY. Enjoyment is the direct result of engaging in play. It is FUN! These five essential elements of play outline why play provides your child with a rich experience. And isn’t that what we want for our children, to develop play memories that will become the “good old days”?
http://www.bostonchildrensmuseum.org/learning-resources/100-ways-play
Check out :www.writeoutofthebox.com/images/pagefiles/.../Parent%20Handout.pdf
From the below source.... :) Lots of easy to do at home ideas are on this site.
Fine Motor Skills… Children Benefit from Daily Opportunities to Rip, Snip, and Cut!
Rip: Provide a "Rip Box" or baby pool filled with a variety of thick paper media (i.e. construction paper, index cards, magazine inserts) and watch young children rip- away! The ripping action facilitates the tripod grasp with hands ripping the paper in opposite directions. Prior to using scissors, bug catchers and wooden tongs help children experience the "open-close" hand movement associated with the cutting motion.
Snip: Snipping with scissors means that one snip does the job. Children will love to snip over the "Snip Box" many different items such as grass, sandpaper, Play Doh, straws, and Cheetos - no paper yet! I recommend Fiskars scissors for children as they begin to snip a variety of media. Fiskars are available at Wal-Mart and Office Depot - I like Fiskars because they do not have a bias to the blade, which means they can be used with right-handers, left-handers, and those whose dominance is not yet established.
Cut: Cutting using multiple cut strokes is best practiced on thick paper types initially without lines. Next, incorporate bolded, straight lines to encourage cutting accuracy. Cutting on curves starts on round paper plates progressing to more complex curves such as bolded "S"-shape lines. Please note that cutting on angles and complex patterns is most challenging. Children's skills will continue to refine into the elementary school years.
Each child is on his or her developmental path to scissor skill proficiency. Providing appropriate-level skill practice and substantive documentation with Lollipop Friends at home and school supports future scissor skill mastery!
Happy Scissoring...Write Out of the Box!
Dr. Marianne Gibbs
Write Out of the Box!®
Pencil Grasps
By, Marianne Gibbs, EdD, OTR/L
Gibbs Consulting, Inc.
(281) 492-2936
www.writeoutofthebox.com
Types of Pencil Grasps: Efficient vs. Inefficient
Efficient Pencil Grasps
• Mature, Dynamic Tripod (4.5-6 years old): Pointer and Thumbkin
meet forming “O”. Middleman rests behind the shaft of the pencil
while Ringman and Pinky are gently tucked off to the side.
• Static Tripod: Pointer and Thumbkin meet forming “O”. Middleman
sits on top along side Pointer while Ringman and Pinky are gently
tucked off to the side.
© 2013 Gibbs Consulting, Inc.
• Adapted: Pencil is held between Pointer and Middleman with
Thumbkin resting at the base. Ringman and Pinky are gently tucked
off to the side.
Inefficient Pencil Grasps (infinite)
• Fisted: Whole-handed grasp.
• Thumb Wrap: Thumbkin wraps around Pointer and Middleman.
© 2013
Rip: Provide a "Rip Box" or baby pool filled with a variety of thick paper media (i.e. construction paper, index cards, magazine inserts) and watch young children rip- away! The ripping action facilitates the tripod grasp with hands ripping the paper in opposite directions. Prior to using scissors, bug catchers and wooden tongs help children experience the "open-close" hand movement associated with the cutting motion.
Snip: Snipping with scissors means that one snip does the job. Children will love to snip over the "Snip Box" many different items such as grass, sandpaper, Play Doh, straws, and Cheetos - no paper yet! I recommend Fiskars scissors for children as they begin to snip a variety of media. Fiskars are available at Wal-Mart and Office Depot - I like Fiskars because they do not have a bias to the blade, which means they can be used with right-handers, left-handers, and those whose dominance is not yet established.
Cut: Cutting using multiple cut strokes is best practiced on thick paper types initially without lines. Next, incorporate bolded, straight lines to encourage cutting accuracy. Cutting on curves starts on round paper plates progressing to more complex curves such as bolded "S"-shape lines. Please note that cutting on angles and complex patterns is most challenging. Children's skills will continue to refine into the elementary school years.
Each child is on his or her developmental path to scissor skill proficiency. Providing appropriate-level skill practice and substantive documentation with Lollipop Friends at home and school supports future scissor skill mastery!
Happy Scissoring...Write Out of the Box!
Dr. Marianne Gibbs
Write Out of the Box!®
Pencil Grasps
By, Marianne Gibbs, EdD, OTR/L
Gibbs Consulting, Inc.
(281) 492-2936
www.writeoutofthebox.com
Types of Pencil Grasps: Efficient vs. Inefficient
Efficient Pencil Grasps
• Mature, Dynamic Tripod (4.5-6 years old): Pointer and Thumbkin
meet forming “O”. Middleman rests behind the shaft of the pencil
while Ringman and Pinky are gently tucked off to the side.
• Static Tripod: Pointer and Thumbkin meet forming “O”. Middleman
sits on top along side Pointer while Ringman and Pinky are gently
tucked off to the side.
© 2013 Gibbs Consulting, Inc.
• Adapted: Pencil is held between Pointer and Middleman with
Thumbkin resting at the base. Ringman and Pinky are gently tucked
off to the side.
Inefficient Pencil Grasps (infinite)
• Fisted: Whole-handed grasp.
• Thumb Wrap: Thumbkin wraps around Pointer and Middleman.
© 2013
A link for you to explore is : http://www.scholastic.com/parents/
What is “W” sitting? Important Information to know....
Marianne Gibbs, EdD, OTR/L
Gibbs Consulting, Inc.
www.writeoutofthebox.com
“W” sitting occurs when children sit on the floor with their legs bent in the shape of a “W”. Observe your
students today and see how they sit on the floor at school and
home. Do they sit in the “W” position?
Why do children “W” sit?
Children may develop a habit for “W” sitting as a way to establish
increased stability in their bodies when they cannot assume and maintain the
criss-cross (tailor) sitting position. Unfortunately, “W” sitting compromises knee and hip joint positioning,
inhibits trunk stability needed for sitting, and may impact the development of proficient hand skills.
What should teachers and parents do when a child is a “W” sitter?
Teachers and parents should gently, but firmly discourage “W” sitting. I recommend allowing a variety of
sitting positions especially if kiddos are struggling or have pain sitting in the criss-cross position. All of the
following positions support healthy joint development and learning.
Recommended Sitting Positions:
1. Long Sit (legs straight out in front of torso)
2. Side Sit (legs bent and tucked to one side)
© 2012 Gibbs Consulting, Inc.
3. Lying on Tummy (propped up on elbows)
4. Lying on Back (propped up on elbows)
5. Sitting on a small to medium-sized ball with feet connected firmly with the
ground is a fun way to sit and gain coordination at the same time.
We should expect young children to move in and out of positions when sitting on the
floor - that is natural and the way kids stay alert and learn to manage their bodies in
space. Just as one size does NOT fit all, one sitting position will never accommodate
the sitting needs of all children. Young children learn best when their bodies are safely
and comfortably positioned. When you support a variety of appropriate sitting positions,
you are setting all children up for success!
© 2012 Gibbs Consulting, Inc.
Marianne Gibbs, EdD, OTR/L
Gibbs Consulting, Inc.
www.writeoutofthebox.com
“W” sitting occurs when children sit on the floor with their legs bent in the shape of a “W”. Observe your
students today and see how they sit on the floor at school and
home. Do they sit in the “W” position?
Why do children “W” sit?
Children may develop a habit for “W” sitting as a way to establish
increased stability in their bodies when they cannot assume and maintain the
criss-cross (tailor) sitting position. Unfortunately, “W” sitting compromises knee and hip joint positioning,
inhibits trunk stability needed for sitting, and may impact the development of proficient hand skills.
What should teachers and parents do when a child is a “W” sitter?
Teachers and parents should gently, but firmly discourage “W” sitting. I recommend allowing a variety of
sitting positions especially if kiddos are struggling or have pain sitting in the criss-cross position. All of the
following positions support healthy joint development and learning.
Recommended Sitting Positions:
1. Long Sit (legs straight out in front of torso)
2. Side Sit (legs bent and tucked to one side)
© 2012 Gibbs Consulting, Inc.
3. Lying on Tummy (propped up on elbows)
4. Lying on Back (propped up on elbows)
5. Sitting on a small to medium-sized ball with feet connected firmly with the
ground is a fun way to sit and gain coordination at the same time.
We should expect young children to move in and out of positions when sitting on the
floor - that is natural and the way kids stay alert and learn to manage their bodies in
space. Just as one size does NOT fit all, one sitting position will never accommodate
the sitting needs of all children. Young children learn best when their bodies are safely
and comfortably positioned. When you support a variety of appropriate sitting positions,
you are setting all children up for success!
© 2012 Gibbs Consulting, Inc.
Teaching GRIP... How to hold utensils......
Hold On...You Have to Teach Grip!Take a look at your neighbor’s grip! What do you see?Does your neighbor use one of these standard grips? If yes, circle the grip.Right Tripod Right QuardopodLeft TripodIf not, mark what is standard and what is not.Thumb position ______ ______Index position ______ ______Middle position ______ ______Position of last two fi ngers ______ ______Pencil position or angle ______ ______StandardNot standardLeft QuadropodUnderstanding the hand:There are two sides to the hand. The fi rst is considered the “mobile” side. It includes the thumb, index and middle fi nger. These fi ngers move when you write. The other side is considered the “stable” side. It includes the ring and pinky fi nger. These two fi ngers generally are closed and resting on the table during writing. The web space is the open area between the thumb and the index fi nger. It is where the pencil should rest during writing.Things to think about:1) Good crayon and pencil grips should be actively and regularly taught. 2) Teach grips as soon as age 4 or whenever crayons are introduced. 3) Grips become automatic or habitual with repetition. 4) The older the child, the harder it is to change the pencil grip. 5) Try to change grips if it hurts to write, or if the grip makes writing ineffi cient. 6) Use physical devices only if demonstration and practice haven’t worked. You can easily promote good crayon/pencil grips:1) Encourage self-feeding for toddlers to develop skill using the pincer grip. 2) Start early writing/drawing with small broken pieces of chalk or crayon. 3) Encourage fi nger use and fi nger awareness with gestures, signs, and fi nger-plays. 4) Teach correct crayon grip with the Crayon Song.CRAYON SONGTune: “Open and Shut Them”Pick up a crayon, Pick up a crayon, This is easy to doPick up a crayon, Pick up a crayon, I just tell my fi ngers what to doMy thumb is bent, Pointer points to the tip, Tall Man uses his sideI tuck the last two fi ngers in, And take them for a rideNow I’m holding it just right, But not too tight, Every fi nger knows what to doAnd now I have a big surprise, A big surprise for youLet’s drop ’em and do it againNOTE: As you are singing the song, it’s very important to walk around the room and position children’s fi ngers for them correctly on the crayon. It will take several repetitions before children will pick up the habit naturally.© 2005 Jan Z. OlsenPencil problems:1) Thumb wrapped around, on top of index fi nger. 2) Thumb tucked in, under index fi nger. 3) Fisted grips. 4) Fingers splayed out, all gripping the pencil. 5) Pencils pointing straight up in the air. 6) Awkwardwristpositions. 7) Pressure problems, such as too hard or too soft. 8) Diffi culty with big pencils.How to help:Always demonstrate proper fi nger position for children (especially young children). You may use devices as reminders. It’s best not to use pencil grips in Kindergarten as children are just learning correct grip and juststarting to write. There are a lot of devices available. Use what works for children (don’t feel limited to the ones shown). If a device is used at school, parents should be educated and the same device should be sent home. It’s handy to have one at home and one at school.Use general problem solving strategies:Demonstrate, model, and teach the grip you want the children to learn. Use the 3 steps from HWT. Read more about them in the Teacher Guides: 1) Pick Up - Just pick up and hold the crayon/pencil in the air. 2) Aim and Scribble - Put the point on the dot and wiggle the pencil/crayon. 3) Color/Write — Use the crayon or pencil for drawing, coloring or writing. Observe carefully to see what writing tool elicits a good grip: 1) Does the child hold a small piece of chalk, or crayon correctly? 2) Does the child hold a different size or type of pencil correctly? 3) Does the child use a special grip or device correctly?Special tips:1) Beginners — Avoid special grips or devices for beginners. During Pre-K and Kindergarten, focus on developing hand skills and teaching children. Use small pieces of chalk or crayon and activities to teach crayon/pencil skills. 2) Fingers splayed out — This atypical grip is diffi cult to discourage. Consider giving the child an extremely short pencil. Just sharpen the pencil and use pruning shears to cut it short. 3) Pencil pointing straight up in the air — Try two rubber bands looped together. One loop is on the wrist, and the other is looped over the pencil to pull the eraser/pencil back. There is a commercial version available or you may make your own with ponytail holders.4) Pressing too hard — Actively demonstrate soft pressure. Use red or black pencils to make red/pink or black/gray marks. Experiment with mechanical pencils. Demonstrate invisible or very light writing. Let child experiment with cardboard under the paper to see if student can avoid making holes in the paper.5) Pressing too soft — Try softer lead pencils. Use carbonless copies to see if marks go through to the yellow copy. Try to color small areas very dark with red or black pencils. 6) Awkward wrist position — Try demonstration with “Aim and Scribble” activity. Try a slanted desk/slant board or vertical surface. Place the paper correctly for the child’s handedness. Resource to purchasehandwriting accessories:Theraprowww.theraproducts.comHandwriting Without Tears® • 8001 MacArthur Blvd. • Cabin John, MD 20818301-263-2700 • Fax: 301-263-2707 • JanOlsen@hwtears.com • www.hwtears.comwww.hwtears.comThePencilGrip™Stetro™Thumb Buddy™Grip Tec 3000Pencil™Handi-Writer™© 2005 Jan Z. Olsen
USE THE LINK BELOW FOR INFORMATION ON CHILDREN'S PLAY SKILLS.
http://blog.asha.org/2013/02/14/welcome-to-kid-confidential/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+
|
|
Polly Bath: We are really good at telling kids what not to do. But we fall short in telling kids what we want to see them do.
So, instead of basing our value system on what it is when a child is NOT responsible or when they are NOT showing community, we should base it on what it looks like when they ARE responsible and showing community. For example, don’t say “No coming in late. No coming in early.” Say, “Be on time.” Stop with all the no’s and tell them what you want! Again, we’re very good at telling kids what they’re doing wrong, we’re not so good at telling kids what they’re doing right. This doesn’t mean we have to catch them doing something right. It just means we need to tell them what we’re expecting to see from them. Behavioral thoughts from Polly Bath This can be adapted to younger children. |
