OT Workshop for pre-K and K teachers. Importance of fine motor skills development and pencil grasp in order to facilitate handwriting success in young children.
The document discusses the development of fine motor and handwriting skills. It covers typical development from birth to age 7, prerequisites for handwriting, components related to handwriting performance, and strategies for intervention. The occupational therapist's role is to evaluate factors interfering with writing and apply frames of reference like neurodevelopmental, sensory, and acquisitional to address needs through strengthening, sensory, and practice-based activities.
Fine motor skills involve smaller muscle movements like those in the hands and wrists, while gross motor skills use larger muscle groups for actions such as walking, running, and jumping. Motor development progresses through stages from infanthood to age 2, starting with newborn reflexes. To promote overall motor skill growth, children should be provided daily opportunities for large muscle exercise, small motor activities, and child-sized materials in adequate quantities allowing all to participate. Cultural differences should also be considered regarding motor development milestones.
Motor skill development progresses from head to tail and inside to outside of the body. Gross motor skills like crawling and walking help children move in their environment, while fine motor skills involve smaller movements like grasping and reaching. The development of motor skills has cognitive implications as it allows children to explore their surroundings and develop understandings of spatial concepts.
Child Development & Occupational therapyAbility India
Mr. Debadutta Mishra is having experience (over 10 years) in the field of disability management, social development and corporate social responsibility with reputed NGOs and corporate organizations. He has substantial experience in strategy development, policy development, stakeholder management, project management, program implementation, reporting, organizational management, social marketing, development communication and process documentation in the field of disability and development.
This document provides information on normal developmental hand skills for young school children, including:
- By age 4, most children can hold a crayon or pencil using a tripod grasp. Drawing, coloring and writing skills continue developing through elementary school.
- Most 5-year-olds can hold scissors correctly and cut out simple shapes. Scissor skills improve with practice cutting various materials.
- Kindergarteners should be able to dress and use the bathroom independently, with help on difficult fasteners only. Tying shoes is difficult and taught through first grade.
- An occupational therapist can provide suggestions to support development of handwriting, cutting, dressing and fine motor skills through fun activities and adaptive tools
Oral motor therapies involve exercises that target the muscles involved in speech production. These include exercises for blowing, sucking, chewing, licking, and tongue movements. Therapists recommend 5-10 minutes of oral motor exercises as part of a 30 minute therapy session or 5-10 minutes as part of daily home practice. Examples of exercises include blowing bubbles, sucking through straws, chewing crunchy foods, licking popsicles, and tongue exercises like tongue pushes and pops. The goal is to strengthen the muscles for speech and improve articulation.
The document discusses common issues with pencil grasp and writing posture in children such as writing with an open hand, straight fingers, poor posture, gripping the pencil too hard or too close/far from the tip, and not properly placing the paper. It recommends guiding children at an early age on properly holding a pencil and focusing on good seating postures to develop intelligence and good handwriting.
This document discusses motor development in children. It describes how children develop both gross motor skills that use large muscles like running, and fine motor skills that use small muscles like cutting. Developing these skills gives children the building blocks to engage in activities. The document then provides examples of activities that help develop gross motor skills like jumping rope, and fine motor skills like playing with blocks. It also outlines typical developmental milestones in motor skills from ages 1 to 7.
The document discusses oral motor assessment and treatment in occupational therapy. It provides guidance on factors to consider in oral motor function including medical conditions, medications, cognitive level, positioning, and sensory issues. It describes normal and abnormal patterns for the lips, tongue, jaw, cheeks and swallowing. It also discusses facilitating sucking, spoon feeding, and transitioning to different food textures and consistencies.
What are gross motor skills? Gross motor skills involve the larger, stronger muscle groups.
In early child development, it’s the development of these muscles that enable infants to hold their head up, sit up independently, crawl, and eventually walk, run, jump and skip.
Learn about the gross motor skill development for infants from 0-21 months old in this presentation. We've also included activities you can do with your baby to help encourage the development of their gross motor skills.
fine motor milestones is a very important topic for pg entrance.....so all about it has been discussed in detail as required for pg entrance....do make use of it...
The document provides recommendations for several common handwriting problems:
1) A student has difficulty with spatial organization when writing. Recommendations include using markers to signal spacing, emphasizing large spaces, and using specialized paper.
2) A student writes too slowly. Recommendations are to ensure letters are learned, use timed writing practice, and reduce writing workload.
3) A student has difficulty copying from the board. Suggestions involve addressing visual problems, limiting copying, and making copies available.
Sensory integration is a neurological process that allows individuals to make sense of sensations from their body and environment. Sensory integration disorder occurs when this process is not functioning properly, making it difficult for individuals to respond appropriately. Sensory integration therapy aims to stimulate the senses through activities involving movement, touch, sound, and vision to help brains better process sensory information. Research suggests this therapy can help brains of children with sensory integration disorder change and develop through rich sensory experiences.
The document discusses sensory processing disorder (SPD), including its definition as a neurological condition affecting how the brain processes sensory information. It outlines various signs and symptoms of SPD that affect the senses of sight, sound, taste, smell, and body awareness. Finally, the document explores intervention options and next steps for addressing SPD.
Occupational therapist Amanda Hunter provides services to Catcote Academy, working with 43 students ages 11-18 who have a range of developmental, learning, physical, and mental health difficulties. She assesses students' functional skills and develops individualized therapy programs involving sensory integration, motor skills, self-care, and classroom adaptations. Hunter collaborates with teachers, parents, and other professionals to understand each student's needs and make recommendations to increase their independence through occupational therapy.
The document discusses left brain and right brain learning styles. The left brain prefers sequential and step-by-step learning, starting with details, while the right brain prefers to learn concepts first before specifics. Online tests can indicate whether a person is left-brained or right-brained. Left-brained individuals process information linearly while right-brained people process holistically from the whole to the parts. The document outlines characteristics of each type of learner.
Sensory Processing Disorder is under-recognized among medical professionals but known well among Speech language and occupational therapists. Also known as Sensory Integration Dysfunction, it overlaps with Autism Spectrum, Aspergers, ADD, and ADHD or may be its own disorder. Person with this are often highly reactive to their environment (but can be under reactive). Knowing how to structure their environment, provide family and client support, and calm secondary symptoms with Homeobotanicals is key for managing it.
This document provides a summary of a presentation on perception testing and training. It defines perception and discusses common clinical indicators of perceptual impairments. It then describes several common tests used to assess different types of perceptual impairments. The main body explains various types of perceptual disorders including body scheme impairments, spatial relation impairments, agnosias, and apraxia. It concludes by highlighting three research studies on treating unilateral neglect, apraxia, and visual neglect.
Sensory integration therapy is used to help children to learn to use all their senses together. That is touch,smell,taste,sight and hearing can improve difficulties/problems in children with special need.
The document summarizes topics from a workshop on sensory vs behavioral issues, mindfulness techniques, and parent involvement. It discusses how sensory and behavior are linked, and provides tips to determine if a child's issue is more sensory or behavioral in nature. It also describes mindfulness definitions and techniques to help children regulate, such as focusing on breathing. Finally, it emphasizes the importance of collaboration between parents and teachers in helping children succeed.
An OT evaluation includes assessing behavior during testing, core strength, gross motor skills, fine motor skills, visual motor integration, sensory processing, activities of daily living, and developing a plan of care. The evaluation uses tools like the Beery VMI, sensory questionnaires, and observations of skills like handwriting, cutting with scissors, and balance. The OT will create long-term and short-term goals and recommendations based on the results of the full evaluation.
Creating Sensory smart classrooms, incorporating fine motor goals, when to contact an OT, the importance of movement, Integrating Special needs children in the classroom
2 Hour OT Workshop for Early Education Teachers. Includes:
1-Developmental Milestones and Red Flags
2-Fine motor skills development strategies
3-Sensory Strategies for the classroom
4-Teaching Handwriting
Sensory integration is the ability to process sensory information from our environment to respond appropriately. It involves the tactile, auditory, visual, gustatory, olfactory, vestibular and proprioceptive senses. As teachers, we need to be aware of students' sensory needs and implement strategies like fidget toys, noise-cancelling headphones, weighted lap pads, and movement breaks to help students properly process sensory input. Meeting students' sensory needs allows them to better focus and learn.
This document discusses sensory processing disorder and how it can lead to challenging behaviors in children. It defines sensory processing disorder as difficulty processing and responding to sensory information from the senses. Children with autism or developmental disabilities often have sensory issues. The causes are not fully known but may involve irregular brain function. The document describes how children can be either sensory seekers who crave stimulation or sensory avoiders who are overstimulated easily. It provides interventions for each type and tips for managing tantrums which may result from sensory overload.
This document outlines a workshop on occupational therapy and handwriting skills. It discusses determining hand dominance, developing correct pencil grip, pre-writing skills, and making handwriting instruction multisensory. Signs that a child may need OT include difficulties with fine motor tasks, self-care, and coordination. Classroom strategies are provided to teach letter formation, size, and placement through visual, tactile, auditory, and kinesthetic activities.
This document provides information and exercises to help adults improve their handwriting. It is divided into three sections: getting ready for writing, practice makes perfect, and quick fixes. The first section covers warming up exercises, choosing a pen, and proper hand positioning. The second section focuses on practicing letter formation, writing words and sentences. The third section discusses what makes good handwriting and how to address common problems. The overall goal is to help adults who want to improve their handwriting skills and develop a style they feel comfortable with.
Nellie Edge Online Seminars: The Foundationnellieedge
Nellie Edge Online Seminars for Kindergarten and Early Literacy Teachers.
Unlimited Access. Watch on-demand. Includes All Resources.
Seminar #2: Kindergarten-Friendly Handwriting Matters!
• If handwriting motions are not efficient, it interferes with the whole writing process.
• Give children the gift of lifelong habits for legible handwriting beginning with their name.
• Weave handwriting into authentic literacy lessons.
1-3 Professional Development Credits per seminar. Includes all the resources organized and ready to use in your classroom.
Learn more about the 3 Foundation Seminars at
https://onlineseminars.nellieedge.com/
This document provides tips for effective basic writing skills. It discusses determining the purpose and audience of writing, using clear and concise language, and being thorough and polite. Editing and rewriting are important parts of the writing process. Different types of writing include literary, technical, and professional. Handwriting analysis can also provide insights into a person's personality, character, desires, and direction in life based on their pen strokes and style of writing. The key is to know your audience and purpose in order to communicate effectively.
The document provides tips and guidelines for improving handwriting skills in children. It discusses the stages of handwriting development in early childhood. It outlines various pre-requisite skills needed for handwriting such as ability to cross the midline, use two hands, understand directional terms, and develop finger strength. The document recommends activities to develop these skills and notes the importance of determining hand dominance. It also discusses proper pencil grasp, copying lines and shapes, and provides teacher tips for pre-kindergarten and kindergarten students.
Today due to development in advanced science and technology we are into a flight jet growth in everything that we do. As result the skill of writing slowly dying.
Abstract:
We love our children’s holding pencils, pens and making their first drawings. They start making their first drawing lines, circles, zigzags, before they write, so they feel happy about their first drawing and how they are amazed to express themselves before event joining schools.
Young learners once at school quickly learn that success at school is measured by how well you can read and write, not by how good your drawings are.
Writing is combination of process and product , the process refers to gathering ideas and thoughts and working on them to be readable for the reads .
However, learners who draw their first graphics before they tackle writing tasks produce better writing. It is likely this is because the act of drawing concentrates the mind on the topic at hand, and provides an avenue for rehearsal before writing.
Many questions are raised to reach such goal:
Why is writing important for young learners ?
What are the initiation steps to teach spelling and writing ?
How to make very young learners write fluently ?
All these questions I will be very pleased to tackle them with you in my conference meeting and see how to help young learners teachers benefit from this presentation to help their learners once in class .
Methodology :
Workshop objective: By the end of this presentation and workshop, the audience will be able to importance of writing for your learners and how to proceed in that.
Workshop format : The workshop is a variety of tasks , where the audience will be invited to work in pair , groups in a room with round tables for interaction and theatre or classroom style while being invited to power point presentation
Diversity :
Well 1h is not enough for such important topic , but I will try to manage that by allocating not more than the required timing for each task in order to cover all the topic
I will try to proceed as follows :
Set Ground Rules
Before I start the workshop, I have to establish ground rules to make the environment in which everyone feels comfortable ( phones in silent mode, respect each others while interacting, help each others while working in round table made class……
Use Ice Breakers to Build Bridges
For example, when the speakers introduces himself he may invite , everyone to share their feeling taking part in ELT conference(s).
How to Wrap Up
By the end of the workshop, the attendees are invited to share what they have learned. I have to make them complete an evaluation paper, so I can gauge what worked best about the workshop and what improvements need to be made
Thank you
Mr Samir Bounab ( Teacher trainer)
This document provides instructions for a learning task using play dough to teach letter sounds to preschool children ages 4.5 to 6.5 years old. Students will make letters out of play dough, feel them to identify the sound, and match pictures that begin with that sound. The task aims to develop letter recognition and writing skills through a tactile, hands-on activity aligned with constructivist learning theory.
Learn more about literacy learning in the Early Years at the British International School of Boston, and discover what parents can do to support literacy learning at home.
This document provides tips and techniques for learning English effectively from the Jinning Education Center. It recommends writing a daily journal, reading books, rewriting class notes, watching TV and listening to the radio, keeping a vocabulary notebook, speaking English with friends, and thinking positively. It emphasizes that learning should be an active process involving different parts of the brain through various activities like guessing meanings from context and checking definitions.
Supporting your Child with Literacy and Numeracy, October 2012avgee
This document provides information for parents on how Dobcroft Infant School teaches literacy and numeracy skills. It explains that literacy involves speaking, listening, phonics, reading and writing. Phonics is taught using a multi-sensory approach with the Jolly Phonics program. It provides ideas for parents to support their child's literacy and numeracy development at home, such as reading rhyming books, practicing phonics actions and games, and counting activities. The document also outlines the numeracy topics and skills children will learn in school.
This workshop is dedicated to the inspector Fatiha Zahaf from Djel. The document introduces Mr. Hamoud Aziz Ladjadj, a teacher of English and teacher trainer from Ouled Nail Town, Algeria. It includes information about his personal details, likes, hobbies and a guessing game for participants.
This presentation is about methodes of teaching english to young learners provided with detailed description and activities and general background of Writing as a process.
The document discusses the objectives and content covered in the Just Words program, including an overview of logographic and alphabetic writing systems, the importance of understanding English word structure and spelling rules, and introducing students to the sounds of consonants and vowels through keywords and blending exercises. It also describes the sections of the student notebook used throughout the course.
Development of writing skills in hearing impairedShobithaSankar
This document discusses different methods for developing writing skills in hearing impaired children, including copying, guided writing, and independent writing. It emphasizes the importance of systematic training and developing prerequisite skills like observation, motor skills, and language development. For copying, it recommends imitation games and tracing activities. Guided writing involves providing clues and instructions to write about experiences. Independent writing requires thinking, reasoning, and relating to experiences. Common errors hearing impaired children make include simplifying sentences and omitting words like prepositions.
The document provides suggestions for teaching the alphabet to adult ESL learners. It recommends using flashcards with both uppercase and lowercase letters. Letters should be introduced a few at a time and placed in words immediately. Learners should copy letters multiple times and be asked to spell words. Suggested activities include matching letters, alphabet games like concentration and fish, alphabet bingo, and connecting letters in order. The overall goal is to help learners become familiar with letter shapes and sounds through repetition in a low-stress environment.
Group 5 provides tips for improving posture, movement, gestures, facial expressions, voice, eye contact, and developing the image of a good speaker. The tips include practicing good posture when standing, moving between targets while speaking to improve movement, becoming more aware of natural gestures to incorporate them into presentations, practicing facial expressions in the mirror to liven up presentations, breathing from the diaphragm and varying vocal pace and volume, using Post-It notes as eye targets to maintain eye contact, and focusing on clear pronunciation, stress, rhythm, and grammar to develop the image of a good speaker.
OT for Kids - Introduction to the assessment, treatment and development of ha...Nathan Varma
This document provides an overview of a presentation on handwriting development and occupational therapy for children's handwriting difficulties. The presentation will cover typical handwriting development milestones from ages 0-10, common pencil grips, static and dynamic handwriting movements, visual perception skills related to handwriting, handwriting assessment tools, treatment programs and activities, and the services offered by OT for Kids including individual assessments and therapy, group programs, and staff training. The presentation will take place on August 16th from 9am-5pm and will be led by Nathan Varma, an occupational therapist and manager of OT for Kids.
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Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
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2. Workshop Overview
• Good Sitting Posture
• Fine Motor Skills development; the building
blocks to an efficient pencil grasp
• Writing Tools to facilitate handwriting
• The Writing Surface
• Fundamentals to teaching Letter Formation
and Letter Concept
3. Importance of Good Sitting Posture
Start with Stability
In therapy we talk about the 90-90-90
rule. This means that when seated at
a desk, we want to ensure the
following:
•Feet flat on the floor 90
degrees at ankles
•Knees bent at 90 degrees
•Hips at 90 degrees
4. • The top of the desk should be approximately 2
inches above the elbows when the arms are
bent at the student’s side. This will ensure
that the child’s neck, shoulders, arms, hands
and fingers are relaxed.
Adjustments you can make:
• Table legs can be adjusted
• Height of the chair
• Wedge
5. Fine Motor Skills Development
The building blocks to an efficient pencil grasp
6. Fine Motor Skills Development
The building blocks to an efficient pencil grasp
• Begin by strengthening the muscles that are
used to hold a pencil properly.
– Pincer control and strength
– Arches of the hand/webspace
– Radial and ulnar separation of the hand
7. Activities to Improve Pincer control
and strength
• Picking up small items
• Peeling Stickers
• Small beading
• Lacing
• Adaptive chopsticks
• Tweezers, tongs
8. Activities to Improve Arches of the
hand/web space
• Spray Bottles
• Wheelbarrow walking
• Cupping activities
• Making a ball with Playdoh
• Hole puncher, scissors
9. Activities to Improve Radial and Ulnar
separation of the hand
• Nesting and retrieving activities.
Ex: Placing and removing pegs in playdoh,
Picking up pompoms or small beads and
placing them in a container, picking up coins
and placing them in a piggy bank.
10. Writing Tools that Facilitate a Good
Grasp
EASELS:
• The angle allows for proper positioning of the
wrist
• You stick paper on the wall
11. Writing Tools that Facilitate a Good
Grasp
PENCILS/CRAYONS:
• Use SHORT and FAT crayons/pencils
• Build up with wikkistix
• Break crayons
12. Writing Tools that Facilitate a Good
Grasp
GRIPPERS:
• Use grippers on pencils to facilitate finger
placement
• Use winged grippers for children who cross
their thumb over the pencil
• Try different grippers
13. The Writing Surface
• Use dry erase boards to teach formation of
letters then practice on paper
• Use paper with clear defined lines
• Make boxes where you want children to write.
One letter per box to one word per box.
14. Teaching Letter Formation
• Go from TRACE to COPY to WRITE
• Trace a highlighted letter rather than dotted.
• Have children copy a word exactly UNDER the
sample.
• All letters are formed from TOP to BOTTOM
and LEFT to RIGHT. (Left handed children can
go from right to left)
15. Fundamentals to teaching Letter
Formation and Letter Concept
• Adopt an eclectic approach to teaching
handwriting. (HWT is a framework and
guideline…some children need more than that)
• Letters are a combination of a few basic strokes.
Teach the strokes first. Make them “feel” the
difference
• For very young children I start by teaching them
basic strokes and I like to add a sound to each
stroke (Based on ABC Boom)
• Make writing fun with a multisensory approach
sand, rice, shaving cream, paint, stickers, blocks,
yarn, wikkistix, textured surfaces etc…
16. From Handwriting without Tears
• From HWT I use the formation of the letters and the
order of the letters.
First teach letters with vertical and horizontals: L F E H
T I
Then teach circular letters: U C O Q G S J D P B R
Lastly teach letters with diagonals: K A M N V W X Y Z
• Teach formation of uppercase letters first then
graduate to lowercase letters.
• However I like to teach the CONCEPT of upper and
lower case letters from the very beginning.
17. Fundamentals to teaching Letter
Formation and Letter Concept
• I also like to teach the sounds of the letters right from the start. Naming a
letter and knowing the sound that letter makes are 2 different skills. I like
to teach it in a song. Ex: “Every letter makes a sound”. If children have a
hard time naming the letter, I prefer to teach the sound of the letter first.
• Some children may need you to create a storyline behind the formation of
certain letters. Ex: lowercase letter e, I tell children they are in a car with
the family driving vroom across (horizontal line) and we forgot the dog so
we stop and go back around around around and stop (creates an e)
• Do not look at the final product, look at the process that the child uses to
make sure the approach is correct. It will help you determine where the
breakdown is.
18. Sample of OT Handwriting Session
• Begin by waking up little fingers ex: Putty,
tweezers
• Use LETTER SCHOOL App to practice the letter.
• Teach formation of whiteboard with sounds/story
• Have the child copy the letter you just
demonstrated (draw a box where child needs to
copy the letter)
• Practice the letter on paper (draw a highlighted
box where child needs to copy the letter)
Editor's Notes
The top of the desk should be approximately 2 inches above the elbows when the arms are bent at the student’s side. This will ensure that the child’s neck, shoulders, arms, hands and fingers are relaxed.table legs can be adjustedheight of the chairwedge
It’s normal for young children to use a fisted grasp on crayons (A,B on figure) however we want to make sure that they progress from holding a crayon in their palm to holding it with their fingers.An efficient grasp is one where the thumb and index finger create a circular webspace. This allows for skillful manipulation. So always look for that open circle between the thumb and index finger. Chances are your child is holding his pencil correctly!other accepted functional grasp patterns including Quadripod Grasp with open webspace also known as the Four Finger Grasp (H on figure) AND Adaptive Tripod Grasp (this is like the dynamic tripod grasp however the pencil is held between the index and 3rd finger)
Blank piece of paper is like a white canvas too “OPEN”. Give children a framework