Fine Motor Learning Center

Connor McDaniel

Erica FeltonJuanita Garner

• There are four categories in Fine Motor Learning Center. At least 3-5 different materials are required at all times for each category.

• The different materials are:Small building toysArt materialsManipulativesPuzzles

Item # 1 Fine Motor Materials

SMALL BUILDING TOYS (EX. LEGOS, DUPLOS, INTERLOCKING BLOCKS, BRISTLE BLOCKS,

LINCOLN LOGS, AND TINKER TOYS)

ART (EX. PAINTING, DRAWING, MOLDING, CUTTING, PASTING,

SCULPTURE, CRAYONS, PENCILS, PAINTS, AND COLLAGE)

MANIPULATIVES (EX. BEADS AND STRINGS, NUTS AND BOLTS, PEGS

WITH PEG BOARDS, AND ZIP, SNAP, AND BUTTON TOYS)

• )

Puzzles (Picture puzzles; Floor Puzzles;

Puzzles without frames; Puzzles with

frames; and Puzzles with knobs)

• There should be duplicates of the materials and changed out when children get bored.

• There should be supervision when children experiment with the materials (ex. Crayons, paints, glues).

To avoid marking on furniture and walls. To avoid putting in their mouth.• Pegs boards should have large holes.• Materials should be developmentally appropriate, and safe.• It should change with the environment.• No beans, glitter, or materials that smells like real food.• No toxic paint.

Infants & Toddlers

Good Rating• There should be no less than 10 toys for 5 infants

• 15 toys for 5 toddlers

• Have materials labeled in native language. • Have materials(Paper markers, puzzles with knob)

ready for children with disabilities.• Have materials on low shelves for children with

disabilities reinforce independence.

Item #2 Diversity & INCLUSION

ITEM #3 ANYTIME CHILDREN HAVE ACCESS TO THE MATERIALS

AND ACTIVITIES IN THE FINE MOTOR LEARNING CENTER; THEY WILL DEVELOP NEW SKILLS AND STRENGTHS FOR

INSTANCE: • Encourage development of eye-hand

coordination-using the fingers and eyes together to manipulate objects.

• Learn self help.• Practice the skills required to handle

and manipulate small objects with their fingers.

• Use sight to guide their finger movements (ex. looking to see where the hole is in a bead in order to push the string through).

Citation: All About ECERS 19 Fine Motor Page

189.

Item #4The teacher’s role is to

model, provide materials and activities for the development of children’s eye-hands coordination that is varied, safe, duplicates, appropriate and “available”.  

DOMAIN: PHYSICAL DEVELOPMENT AND HEALTH

Strategies:• Providing puzzles, small blocks,

and tools for art.• Providing opportunities for child

to practice tying, buttoning, and beading.

• Providing daily opportunities to use art.

Strand 2: Fine Motor Development—Characterized by the ability to coordinate smaller muscles in the arms, hands, and fingers, such as through grasping, cutting with scissors, or fastening buttons.

B 7. Use eye-hand

coordination to perform simple

tasks. (Page 42)

DOMAIN: PHYSICAL DEVELOPMENT AND HEALTH

Strand 2: Fine Motor Development—Characterized by the ability to coordinate smaller muscles in the arms, hands, and fingers, such as through grasping, cutting with scissors, or fastening buttons.

B4. Demonstrate growing strength, dexterity, and control needed to perform a variety of fine motor tasks. (Page 42)

Strategies:• Providing activities that strengthen hand grasp

(e.g., molding play dough) and offer opportunities for sensory experiences with mediums such as sand and clay.

• Reading with child daily, modeling appropriate book handling.

Domain: Physical Development and Health

Strand 3: Health and Well-Being—The general condition of the body and mind promoted through good personal hygiene and basic personal care practices, eating a variety of nutritious foods, rest and recuperation, and an awareness of basic health and safety rules. C6. Demonstrate increased participation in selfcare. (Page 43) Strategies: • Providing time and needed tools for self-help skills. • Modeling and practicing proper hand washing and drying with child while singing the ABC song.

Strand 5: Early Writing—The ability to express or communicate in writing (using both the motor and cognitive elements of language) as developed through the skills of drawing, scribbling, and the use of invented spelling.

E8 Experiment with a growing variety of writing tools and materials, such as pencils, crayons, and computers. (Page17)

Strategies: • Providing a variety of writing materials and

unlined paper with clipboards to promote writing. • Writing child’s comments at the bottom of

drawings, collages or photos.  

Domain: Language and Literacy

DOMAIN: FINE ARTS

Strand 4 Visual Arts—The exploration and creation of works of art during which young children develop important basic concepts such as color, line, shape, texture, pattern, and space. D9. Create drawings, paintings, models, and other art creations that are more detailed, creative or realistic. (Page 39)

Strategies: • Planning enough time for child to be able to delve into

an art project and be creative without much interruption. • Sharing and discussing with child colorful illustrations

in books and magazines. • Providing the child with various art materials.• Integrating natural discussions of art elements into

daily conversation.