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Lesson 2 - Precision Grip and Carry

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 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

Balls

30-40

Place in centre circle for dinosaur egg activity

Alternative: Small soft toys, fabric squares

Pegs

1 per child (30)

Check pegs open and close easily

Alternative: Large tweezers, tongs

Elastic Bands

Use thick bands that are easy for small hands

Alternative: Hair ties, rubber bands

Plastic Beakers

15 (1 per pair)

Wide enough for elastic bands to fit around

Alternative: Small bowls, containers

Marshmallows

100

Check for allergies; have alternatives ready

Alternative: Foam cubes, small soft balls

Plastic Cones

15 (1 per pair)

Ensure forks are blunt and safe

Alternative: Child-safe tweezers, mini tongs

Yoga Blocks

2 sets (approximately 108 blocks)

Check blocks are not damaged or splintered

Alternative: Large wooden blocks, foam blocks

Hoops

4-5

Place 20m from activity stations

Alternative: Marked circles on floor

Bowls

For collecting marshmallows

Alternative: Containers, cups

Key Vocabulary

Precision grip

Using finger tips and thumb to hold things carefully

Peg

A tool that helps us pick up and carry things

Careful carrying

Moving with something without dropping or breaking it

Partner

Someone we work together with to help each other

Encourage

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

Child can maintain grip on peg while moving

Objects are carried without dropping

Child shows awareness of body changes during activity

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