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COMPONENTS OF HANDWRITING
COGNITIVE
AUDITORY AND LANGUAGE
SENSORY MOTOR VISUAL
TACTILE/KINESTHETICVESTIBULARGROSS MOTORFINE MOTOR
MISCELLANEOUS
Two and Two and a half years: Makes a circle after a parent makes one first but
child may still scribble the circle Scribbled lines cross over each other
Three years: Copies a vertical line from a picture Well defined horizontal line Makes a crude cross after watching someone else draw one (imitation) Copies a drawing of a circle Uses either hand for writing (Beery: Stepping Stones Age Norms 2004)
Four years: Colors in one direction Places blocks diagonally when building Copies a cross and square (corners rounded at 4.6
years) Draws crude man with three body parts Prints letters randomly on page Letters may be in parts
(Beery: Stepping Stones Age Norms 2004)
Five years: Copies triangle from a picture Draws a recognizable man with torso Coloring within the lines easier Crudely prints name from memory, letters may be large or
reversed Attempts to draw recognizable animals, trees, building,
houses Prints several capital letters from memory
Five and a half years: Writes from right to left at times Clearly prints first name from memory Established hand for writing (Beery: Stepping Stones Age Norms 2004)
Remember!Children learn differently and at their own pace.
Work at a child’s developmental level not age level.
Create a solid foundation. Watch out for splinter skills!
Use a child’s strengths to pull up their weaknesses.
Handwriting must be taught.
Consistency and developmentally appropriate!
Hints for PrintP Prepare to write Posture (child + furniture) Pencil grip Paper
R Remember the alphabet Know letter names Visualize
I Insure correct letter formations
N No negatives
T Think BIG! Movements Fun
Gross Motor PrincipalsStability before Mobility
Body: Tone*, Strength, and Balance
Sensory supports Motor
Prone
Writing Posture 2 year old: scrunches shoulders, no neck,
stabilizes object in hand against body. Overflow in other hand
3 year old: shoulder on helper side is relaxing. Shoulder with writing hand still up but beginning to relax. Elbow raised up on writing side. Helper hand holds paper
4 year old: shoulders are down
5 year old: Body is relaxed and elbow is down
What to Do?Build good posture through:
Strengthening body: floor play, playground play
Balance: Music and movement, floor play and playground play
Prone:Playing on stomach propped on forearms
GROSS MOTOR SKILLS-SENSORY MOTOR*
Body’s ability to use both sides (right and left) together efficiently
It influences:
Hand dominance
Ability to cross the body’s midline
Ability to draw diagonals
Ability to drawing horizontal lines smoothly
Directionality (right, left, etc.)
Skills: hopping on one foot, body rotation
What to Do?Younger: riding on hip both sides, getting on and off riding toys
Floor Play: getting into and out of sitting, playing on stomach and forearms
Body movements to music
Chalkboard play: drawing and scribbling
GROSS MOTOR SKILLS-SENSORY MOTOR*
Dyspraxia/Motor Planning
Ability to think of the steps of a motor movement
Ability to sequence the steps of a motor movement
Ability to execute the sequence of steps of a motor movement
What to Do?Obstacle courses + everything motor
Verbal instructions + demonstrations
Practice first and REPEAT a lot
Lots of controlled sensory
COMMON HANDWRITING PROBLEMS ASSOCIATED WITH
GROSS MOTOR WEAKNESSES Poor posture: Child may: Keep face close to paper Lay on the table/desk Support body weight by resting head in his hands
Poor balance: Child may: Sit on his feet Lie on his table/desk Insist on standing up rather than sitting Fall out of his chair frequently
Poor use of the two sides of the body together: Child may: Have difficulty drawing diagonals (age appropriate)
Late establishment of hand dominance (age appropriate)
Difficulty using opposite hand Difficulty with loop letters in cursive
COMMON HANDWRITING PROBLEMS ASSOCIATED WITH
GROSS MOTOR WEAKNESSES Poor motor planning abilities: Child may: Not position paper correctly Have trouble learning letter/shapes Be slow at motor processing of letter formations
Poor muscle tone or strength: Child may have: Poor posture Poor balance Poor development of motor skills
ALWAYS CHECK SIZE OF THE DESK
AND CHAIR BEFORE ASSUMMING IT IS A BALANCE PROBLEM!
Child who consistently:Bumps into furniture or people (body awareness)
Trips over objects or falls frequently from his chair (balance)
Needs to hold onto furniture or people to rise from the floor (strength and tone)
Insists on standing for all activities Wraps his legs around the chair legs (balance)Always sits on his legs in the chair (balance)
RED FLAGS
Child who consistently:• Cannot sit “criss cross” applesauce• Hips need to be checked • Refuses to play or lie on stomach even after
special positioning.• Behind in his development• Frustrated in motor class• Is last to get in line or to participate in motor
class• Tires easily: endurance is reduced for age
RED FLAGS