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Lesson 6 - Fine Motor Object Use

Foundation Skills Through Play

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Nursery

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Fine Motor Skills

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45 min

Big Question

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

Jenga blocks or building blocks

200 pieces (enough for 8 per pair)

Place in pile 20m from start line

Alternative: Large wooden blocks, foam blocks

Pegs

15 pairs (1 per pair of children)

One tool per pair at starting position

Alternative: Large tweezers, tongs

Curtain Rings with Attached Strings

15 pieces (1 metre each)

Tie large knot at one end of each piece

Alternative: Ribbon, wool, shoelaces

Straws

200 pieces (cut to 6cm lengths)

Place in hoops 20m from start

Alternative: Cardboard tubes, pasta tubes

Plastic Cones

30 spoons

One spoon per child

Alternative: Wooden spoons, large serving spoons

Small Balls

15 items

One per pair for balancing activities

Alternative: Golf balls, ping pong balls, bean bags

Bolts

100 pieces

Place in hoops 20m from start

Alternative: Large beads, cotton reels

Cones

Mark start/finish lines and turning points

Alternative: Bean bags, markers

Hoops

6 hoops

Hold equipment at collection points

Alternative: Boxes, containers

Key Vocabulary

Pincer grip

Using thumb and forefinger to pick up small objects

Threading

Putting string or thread through holes in objects

Balance

Keeping steady while moving or holding objects

Negotiate space

Moving around safely without bumping into others

Precision

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

Consistent pincer grip use

Successful threading without dropping

Safe navigation in group activities

Recognition of physical changes during activity

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