Lesson 1 - Object Control and Manipulation
Foundation Skills Through Play
•Nursery
•Fine Motor Skills
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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
Place in central hoop at start of lesson
Alternative: Soft toys, fabric squares, small cushions
One per team of 3 children
Alternative: Tweezers, tongs, large paperclips
In hoop 20m from activity station
Alternative: Hair ties, small hoops, rubber rings
One per pair at each station
Alternative: Small bowls, cups, containers
In hoop 20m from activity station
Alternative: Foam cubes, cotton balls, pom-poms
One per pair at marshmallow station
Alternative: Wooden sticks, cocktail sticks (supervised), small spoons
In pile 20m from activity station
Alternative: Large Lego, wooden blocks, foam blocks
For object collection points
Alternative: Rope circles, marked areas, buckets
Key Vocabulary
A tool used to grip and pick up objects
Being able to move objects carefully and precisely
An area around you where no one else is standing
Staying steady while moving or carrying something
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
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