Lesson 2 - Precision Grip and Carry
Foundation Skills Through Play
•Nursery
•Fine Motor Skills
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How can we use our fingers and hands like clever tools to pick up and carry things safely?
Learning Objectives
- Develop precision grip using pegs and tools
- Practice careful carrying and placing of objects
- Understand the effects of physical activity on the body
Key Outcomes
- Children will demonstrate improved grip strength and control
- Children will be able to carry objects safely using tools
- Children will identify one change in their body during exercise
Equipment & Resources Required
Place in centre circle for dinosaur egg activity
Alternative: Small soft toys, fabric squares
Check pegs open and close easily
Alternative: Large tweezers, tongs
Use thick bands that are easy for small hands
Alternative: Hair ties, rubber bands
Wide enough for elastic bands to fit around
Alternative: Small bowls, containers
Check for allergies; have alternatives ready
Alternative: Foam cubes, small soft balls
Ensure forks are blunt and safe
Alternative: Child-safe tweezers, mini tongs
Check blocks are not damaged or splintered
Alternative: Large wooden blocks, foam blocks
Place 20m from activity stations
Alternative: Marked circles on floor
For collecting marshmallows
Alternative: Containers, cups
Key Vocabulary
Using finger tips and thumb to hold things carefully
A tool that helps us pick up and carry things
Moving with something without dropping or breaking it
Someone we work together with to help each other
Saying kind words to help someone do their best
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of picking up and putting down objects
- Some experience with sharing and taking turns
- Beginning awareness of personal space
Current Skills
- Precision grip using tools like pegs
- Coordinated carrying while maintaining grip
- Partner cooperation and encouragement
Next Steps
- More complex tool manipulation
- Building and construction activities
- Team problem-solving challenges
Milestone Indicators
Key Teaching Points
- Demonstrate proper pincer grip technique with peg - thumb and fingers working together
- Emphasise controlled, gentle movements when carrying objects with tools
- Model positive encouragement language for children to use with partners
- Connect tool use to real-world applications - helping at home, creative activities
- Highlight body awareness - heart beating faster, breathing changes, muscles working
- Reinforce turn-taking and patience as important social skills
- Celebrate effort and improvement rather than just successful completion
Common Misconceptions
- Misconception: 'I need to squeeze the peg very hard' - Correction: Show gentle pressure that's just enough to hold objects
- Misconception: 'I can't do it' when tools are challenging - Correction: Emphasise that hand muscles get stronger with practice
- Misconception: 'We have to rush to finish first' - Correction: Focus on careful, precise work rather than speed
- Misconception: 'My body feels the same after exercise' - Correction: Help children notice heartbeat, breathing, warmth
- Misconception: 'I don't need to help my partner' - Correction: Show how encouragement helps everyone do better
- Misconception: 'These tools are too hard to use' - Correction: Break down into smaller steps and celebrate small successes
SEN Adaptations
ADHD
- Keep instructions short and clear, provide frequent movement breaks, offer fidget tools when needed
dyspraxia
- Simplify tool handling, provide hand-over-hand support initially, allow extra time for skill development
autism spectrum
- Provide clear structure and routine, offer quiet space if overstimulated, use visual schedule of activities
visual impairment
- Use brightly coloured or textured equipment, provide verbal descriptions of all visual demonstrations, pair with sighted buddy
hearing impairment
- Use visual cues and demonstrations, ensure child can see your face when speaking, use simple sign language if known
physical disability
- Adapt tools for easier grip (larger pegs, modified handles), allow seated participation, adjust distances as needed
Cross-Curricular Links
Science
Understanding body changes during exercise, properties of materials (elastic, rigid), cause and effect relationships
Communication
Following instructions, describing body sensations, partner discussions, vocabulary development
Mathematics
Counting collected objects, comparing quantities between teams, spatial awareness during movement
Personal Development
Turn-taking, cooperation, encouraging others, self-assessment and reflection
Teacher Guidance
Positioning
Move constantly between activity stations during rotations, position centrally during demonstrations for maximum visibility
Observation Focus
Watch for proper peg grip technique, safe movement patterns, effective partner cooperation, signs of developing hand strength
Intervention Points
Step in immediately if tools used unsafely, provide technique support when children struggle, redirect behaviour if children become frustrated
Demonstration Notes
Always demonstrate tool techniques slowly and clearly, emphasise safety aspects, show both successful and corrected techniques, use enthusiastic encouragement
Verbal Cues
- •'Gentle squeeze on the peg'
- •'Keep your treasure safe'
- •'Work together as a team'
- •'Show me careful carrying'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gym space, minimum 15m x 20m for activities and movement
Surface Check
Clean, dry, non-slip surface free from small objects or hazards
Equipment Safety
Safety Checks
- •Check all pegs open and close smoothly without sharp edges
- •Ensure elastic bands are not damaged or likely to snap
- •Verify marshmallows are fresh and check for allergies
- •Inspect Jenga blocks for splinters or damage
- •Confirm forks are child-safe with blunt prongs
Risk Management
Key Risks
- •Slipping on dropped objects
- •Elastic bands snapping back
- •Choking hazard with small objects
- •Collisions during movement activities
Risk Mitigation
- •Clear boundaries and pathways established
- •Constant supervision during tool use
- •Check for food allergies before marshmallow activity
- •Teach proper technique before independent practice
- •Regular equipment safety checks
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all three stations during rotation
- •Monitor tool handling technique closely
- •Watch for signs of frustration or unsafe behaviour
Emergency Procedures
Stop activity immediately if child injured, assess situation, provide appropriate first aid, notify office if serious