Lesson 6 - Fine Motor Object Use
Foundation Skills Through Play
•Nursery
•Fine Motor Skills
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How can we use our hands and fingers to be precise and careful when handling small objects?
Learning Objectives
- Develop fine motor control through precise object manipulation
- Build spatial awareness and negotiation skills
- Understand the effects of physical activity on the body
Key Outcomes
- Students will demonstrate improved precision when using tools and small objects
- Students will successfully navigate shared space without collisions
- Students will recognise changes in their breathing and heart rate after activity
Equipment & Resources Required
Place in pile 20m from start line
Alternative: Large wooden blocks, foam blocks
One tool per pair at starting position
Alternative: Large tweezers, tongs
Tie large knot at one end of each piece
Alternative: Ribbon, wool, shoelaces
Place in hoops 20m from start
Alternative: Cardboard tubes, pasta tubes
One spoon per child
Alternative: Wooden spoons, large serving spoons
One per pair for balancing activities
Alternative: Golf balls, ping pong balls, bean bags
Place in hoops 20m from start
Alternative: Large beads, cotton reels
Mark start/finish lines and turning points
Alternative: Bean bags, markers
Hold equipment at collection points
Alternative: Boxes, containers
Key Vocabulary
Using thumb and forefinger to pick up small objects
Putting string or thread through holes in objects
Keeping steady while moving or holding objects
Moving around safely without bumping into others
Being very careful and exact with movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of big and small movements
- Simple object recognition and handling
- Awareness of personal space
Current Skills
- Precise pincer grip development
- Hand-eye coordination refinement
- Spatial negotiation improvement
- Tool manipulation skills
Next Steps
- More complex construction tasks
- Advanced threading and lacing activities
- Refined balance and coordination challenges
Milestone Indicators
Key Teaching Points
- Pincer grip formation is crucial - thumb opposing forefinger with other fingers relaxed
- Tool use requires gentle, controlled pressure rather than force
- Partner cooperation and turn-taking are essential for success
- Spatial awareness prevents collisions and supports safe movement
- Persistence and practice lead to fine motor skill improvement
- Self-assessment helps children recognise their own learning
- Body awareness connects physical activity to health understanding
Common Misconceptions
- Children may think they need to use whole hand instead of precise pincer grip - demonstrate finger-only movement
- Some believe tools should be squeezed very hard - show gentle pressure is more effective
- Children might think dropping objects means failure - emphasise that practice and persistence lead to improvement
- May assume they can't do activities with non-dominant hand - encourage trying both hands as brain development
- Some think faster movement is better - demonstrate that controlled, careful movement leads to success
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries, offer movement breaks between stations
dyspraxia
- Use larger objects initially, provide extra practice time, offer hand-over-hand guidance
autism spectrum
- Provide visual schedule of activities, offer quiet break space, use consistent routine language
visual impairment
- Use brightly coloured pegs and objects, provide verbal descriptions of all activities, pair with sighted buddy for support
hearing impairment
- Use clear visual demonstrations, written instruction cards, visual signals for station rotations
physical disability
- Provide adapted grips or tools, allow seated participation, modify distances as needed
Cross-Curricular Links
Maths
Counting blocks and threaded objects, recognising numbers 1-8, comparing heights of towers
Science
Understanding how tools help us, observing changes in our bodies during exercise, forces needed for gripping
Teacher Guidance
Positioning
Move actively between pairs and stations, position for maximum visibility of fine motor work
Observation Focus
Watch for correct pincer grip formation, safe object handling, positive partner cooperation
Intervention Points
Step in if children frustrated with fine motor tasks, guide technique improvement, encourage persistence
Demonstration Notes
Use exaggerated movements for pincer grip visibility, demonstrate tools slowly and clearly, model positive partnership behaviour
Verbal Cues
- •'Make your crab claw!'
- •'Gentle squeeze only!'
- •'One at a time!'
- •'Help your partner!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor or outdoor space minimum 30m x 20m for movement activities and station work
Surface Check
Clean, dry, non-slip surface free from small objects that could be swallowed
Equipment Safety
Safety Checks
- •All small objects checked for appropriate size (no choking hazards)
- •Clothes pegs tested for smooth operation and no sharp edges
- •Threading materials appropriate length to prevent tangling
Risk Management
Key Risks
- •Choking on small objects
- •Slips and falls during movement activities
- •Frustration with fine motor challenges
- •Collisions during movement games
Risk Mitigation
- •Constant supervision during small object activities
- •Clear boundaries and controlled movement speeds
- •Gradual skill building from simple to complex
- •Immediate collection of dropped small items
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all activity stations
- •Circulate actively during partner work
- •Monitor emotional responses to challenging tasks
Emergency Procedures
Stop all activity immediately if child puts object in mouth, check for choking, first aid as needed, collect all small objects