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Lesson 1 - Object Control and Manipulation

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 different tools to pick up and move objects skilfully?

Learning Objectives

Develop fine motor control using tools and implements
Improve hand-eye coordination through object manipulation
Practice following instructions and taking turns

Key Outcomes

Children will demonstrate improved control when using tools to pick up objects
Children will show better coordination when carrying and placing objects
Children will follow multi-step instructions with increasing independence

Equipment & Resources Required

Balls

30-40

Place in central hoop at start of lesson

Alternative: Soft toys, fabric squares, small cushions

Pegs

15-20

One per team of 3 children

Alternative: Tweezers, tongs, large paperclips

Elastic Bands

55 large bands

In hoop 20m from activity station

Alternative: Hair ties, small hoops, rubber rings

Plastic Beakers

One per pair at each station

Alternative: Small bowls, cups, containers

Marshmallows

100 mini marshmallows

In hoop 20m from activity station

Alternative: Foam cubes, cotton balls, pom-poms

Plastic Cones

One per pair at marshmallow station

Alternative: Wooden sticks, cocktail sticks (supervised), small spoons

Building Blocks

90 blocks

In pile 20m from activity station

Alternative: Large Lego, wooden blocks, foam blocks

Hoops

6-8

For object collection points

Alternative: Rope circles, marked areas, buckets

Key Vocabulary

Peg

A tool used to grip and pick up objects

Control

Being able to move objects carefully and precisely

Space

An area around you where no one else is standing

Balance

Staying steady while moving or carrying something

Tension

When something is stretched tight

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic gross motor movements
Understanding of simple instructions
Beginning awareness of personal space

Current Skills

Fine motor control with tools
Hand-eye coordination
Object manipulation techniques
Following multi-step instructions

Next Steps

More complex tool use
Bilateral coordination tasks
Construction and building activities

Milestone Indicators

Pincer grip development

Tool control improvement

Increased attention span

Better spatial awareness

Key Teaching Points

Always demonstrate tool use clearly before children attempt independently
Emphasise control and precision over speed in all activities
Celebrate effort and improvement rather than just achievement
Use positive behaviour support through clear expectations and praise
Connect activities to real-world tool use to build relevance
Maintain safety as top priority while allowing appropriate challenge
Encourage peer support and cooperation throughout all activities

Common Misconceptions

Children thinking faster always means better - correct by praising careful, controlled movements
Believing tools are toys - address by emphasising their purpose and proper use
Thinking they can't do it if first attempt is difficult - build resilience by celebrating persistence
Assuming bigger tools are always easier - explain that right-sized tools work best
Not understanding turn-taking importance - connect to fairness and learning opportunities for all

SEN Adaptations

ADHD

Shorter rotation times, clear boundaries, immediate positive feedback for focus

dyspraxia

Larger tools for easier gripping, more practice time, break down into smaller steps

autism spectrum

Clear visual schedule of stations, quiet area available, predictable routines

visual impairment

Use brightly coloured equipment, provide tactile guidance for tool use, pair with sighted buddy

hearing impairment

Use visual demonstrations, hand signals for instructions, written activity cards

physical disability

Adapted tools with larger grips, seated versions of activities, modified distances

Cross-Curricular Links

Science

Understanding forces when stretching elastic bands, exploring properties of different materials

Teacher Guidance

Positioning

Move between stations during rotations to observe and support all children

Observation Focus

Watch for tool control development, cooperation skills, and safety awareness

Intervention Points

Step in if tool use becomes unsafe, children struggle with turn-taking, or frustration levels rise

Demonstration Notes

Always demonstrate tool use slowly and clearly, emphasising safety and control over speed

Verbal Cues

•'Gentle hands with tools'
•'One at a time, wait for your turn'
•'Think carefully about where to place that'
•'Help your partner succeed'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large open space minimum 15m x 15m with clear boundaries

Surface Check

Non-slip surface free from objects and hazards

Equipment Safety

Safety Checks

•Check pegs have no sharp edges or broken parts
•Ensure elastic bands are not perished or too tight
•Verify forks are plastic with no sharp points
•Check building blocks are large enough to prevent choking

Risk Management

Key Risks

•Slips during running activities
•Tool misuse causing minor injuries
•Collisions during excitement
•Choking hazard with small objects

Risk Mitigation

•Clear boundaries and controlled running speeds
•Demonstrate proper tool use before activities
•Maintain adequate spacing between children
•Use age-appropriate sized equipment only
•Constant supervision during tool use

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all three stations
•Monitor tool handling at each rotation
•Watch for unsafe rushing between activities
•Ensure proper turn-taking to prevent conflicts

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, contact parents if necessary