Handwriting can be difficult for children with fine motor and sensory processing difficulties. For this reason, it may soon become a non-preferred activity. This makes it really tough to get kids to engage in handwriting tasks without seeing undesirable behaviors like whining, defiance, or avoidance altogether. One of the best ways to remedy this problem is to make it fun! A great way to make handwriting fun is by turning it into a game.
Kids love to play games. Make handwriting a game by using foam dice from the Dollar Tree. I love these dice because they are so versatile. The sides have a laminated surface that allows you to customize them as you’d like. Use a dry-erase marker to write commands on each side of the die. Each command corresponds to the skill the child or children need to work on. For example, letter placement skills or where to place letters on the line. “4 tall letters, 5 short letters, 3 “diver” or go under letters, etc. The kids are asked to roll the die and write whatever it lands on. You can make it simple or more challenging based on the level the child or children are at. Perfect for doing during therapy sessions, as a class, or at home. All the supplies can be gathered for pennies on the dollar at your local Dollar Tree.
Skills Addressed:
visual tracking and scanning
orientation (making sure letters are facing the correct direction on the dice)
eye-hand coordination
proprioception/grading force (mainly when tossing the dice)
left to right progression
targeted handwriting legibility components
turn taking
executive functioning skills (waiting/impulse control, remembering multi-step directions, initiating and following through with the task
Dollar Tree Supplies Needed:
foam dice
Staples Needed:
dry erase markers/pencils
paper of your choice (dependent on the child’s skill level)
plastic sleeve (if using dry erase markers)
Supplies Needed
Instructions:
Decide which component of handwriting legibility you’d like to address, e.g., letter formation, letter placement/line orientation, reversals, etc. If letter formation, write letters on the dice. If the child needs to work on specific letters, write those letters on the dice, e.g., “magic c” letters/letters that begin with “c .”If letter placement, write the type of letter on the dice and add a number to represent how many.
Set up the game with the materials needed, dice, markers or pencils, and paper.
Where did I find the paper and dry-erase sleeve used during this activity? Here are the links:
Smart Start K-1 Writing Paper
Clear Plastic Dry Erase Sleeves
Disclosure: As an Amazon Associate, I earn from qualifying purchases.
How To Offer the “Just Right” Challenge:
It’s so easy to grade this task up or down. Here’s how:
Grade Down (Make it Easier)
Provide a model of the alphabet.
Have the child trace the letter first, then try to copy it.
use blank paper versus lined paper to allow for larger letters
If the child needs more movement to stay engaged, have the child write on an easel instead of paper.
Grade Up (Make it Harder)
Write these commands on the dice:
Write a 3 letter word
Write a word containing a short letter.
Write a word containing a “diver”/go under letter.
write a capital letter
write a lowercase letter
Write a certain number of sentences
You really can customize this game in so many ways, be creative!
Time To Play!
Time To Play!
As always, have fun!
Disclaimer:
The Fun Strokes blog is designed for educational and informational use only for teachers, therapists, and parents. It is not intended as medical advice or therapeutic treatment that would be provided in an individualized treatment plan. If you suspect a child has delays, please consult an occupational therapist.
The 54321 grounding technique is a tool children can use when feeling anxious, stressed, and overwhelmed. This technique can help to prevent multiple anxious thoughts from piling up by focusing on your surroundings in the present moment. It calls for you to tap into a heightened awareness of your environment, fully taking in your five senses and grounding your thoughts to the present moment. The 54321 grounding technique can be used to regulate emotions and calm down. It is a great strategy to teach when helping kids self-regulate.
How To Use The 54321 Grounding Technique:
Before starting, take several deep breaths to start the calming process. Then follow these steps:
Look around, and name five things you can see. This could be anything that you see in your surroundings.
Name four things you can touch. For example, your shirt, a pencil, a paperclip, or perhaps your hair.
Tune in and name three things you can hear. For example, someone talking, audio from a computer or phone, someone walking, your breath.
Find two things you can smell. This might be hard to do, but not impossible. Maybe use a little hand sanitizer and take in how it smells. Or maybe put on some lip balm and pay attention to its scent. Maybe smell your hair, and take in the scent of your shampoo or hair products. Is there a book nearby? Take in the smell of its pages. Are you outside? Take in the refreshing scent of fresh air.
Finally, focus on something you can taste. If you have a mint or piece of gum handy, place it in your mouth and take in its flavor. Take a sip of a drink. Don’t have access to anything? Simply focus on the taste in your mouth. Sometimes the taste of your minty toothpaste, or mouthwash still lingers from your morning routine. Or perhaps you just finished a meal. Can you still taste the tomato in the sauce you ate? Can’t taste anything? Think of the taste of your favorite food.
It Is Important To Note:
Never try to reason with a child or ask a child to carry out a previously learned strategy in the midst of a meltdown. Instead, equip them with coping strategies before the child reaches an escalated state and loses control of their behavior. Once amid a meltdown, the brain simply can not process what you are saying or asking the child to do. At this point, it is too late. Why? Because the part of the brain responsible for reasoning, problem-solving, and decision-making is the cortex or the highest level of brain function. Whatever you are trying to communicate to the child only reaches the brainstem or the lowest level of brain function. When a child is dysregulated, as seen by kicking and screaming, yelling, throwing things, etc., all you can do is wait it out. You must give the child space and allow them to eventually calm down before asking anything of them. At that moment, all you can do is make sure the child is safe and that others around them are also safe.
Fun Strokes Freebie:)
Would you like to use this technique with your littles? Here is a handy 6 x 4 in. card (PDF) that you can print and use as a teaching aid when helping kids learn how to self-regulate. Suggestions for use:
Print the card.
Laminate for durability (optional).
Place in plain sight to serve as a visual reminder.
Reduce the size to use as a visual reminder on students’ desks.
Bonus Card Included: 10 CALMING TECHNIQUES FOR SCHOOL OR HOME
Perry, B., Winfrey, O. (2021). What Happened To You Conversations On Trauma, Resilience, and Healing. Flatiron Books.
Disclaimer
The Fun Strokes blog is designed for educational and informational use only for teachers, therapists, and parents. It is not intended as medical advice or therapeutic treatment that would be provided in an individualized treatment plan. If you suspect a child has delays, please consult an occupational therapist.
Have kids on your caseload who need to work on scissor skills? Chances are you do. Have a heavy caseload with very little prep time? Chances are you do. Do you find it challenging to set goals that are measurable and easy to take data on? You are not alone! Save loads of time using this resource! Whether you are completing a formal assessment, an IEP annual review, or working with a child to improve their scissor skills, this guide is equipped with all the tools you need to make the process seamless and easy! I Can Use Scissors! boasts clear and concise graphics, making it easy to find information at a glance. The guide includes everything you need from assessment to goal writing, to intervention and data collection. All materials correspond to the developmental progression of scissor skills making the process straightforward and efficient.
How Does It Work?
#1 Use The Handy Scissor Skill Developmental Checklist To Quickly Gauge Where The Child Falls On The Developmental Timeline
The Scissor Skill Developmental Checklist is helpful when determining if a child’s skills are developmentally appropriate. The checklist allows you to easily determine age-based expectations at a glance. Once you’ve identified developmental expectations, conveniently prep the materials needed for your assessment by grabbing one of the corresponding worksheets. Present the child with an age-appropriate cutting task and see how they perform. Select the appropriate worksheet to grade the task up or down based on the child’s capability. Use the checklist to document the date and where the child falls on the developmental timeline. Continue to use the checklist as you work with the child. Check the boxes and record the date as the child’s scissor skills progress.
Scissor Skill Developmental Checklist
#2 Use The Handy Scissor Skill Checklist To Assess The Quality Of The Child’s Scissor Use
Use the handy Scissor Skill Checklist: Skills Needed For Efficient Scissor Use to guide your clinical observation. This easy-to-use graphic outlines the underlying skills needed for efficient scissor use. Check the boxes as you observe the child complete the cutting task. For example, if the child is able to sit upright, unsupported with good posture, place a check in the box under “balance”. If you see that the child is able to hold both hands steady at midline while cutting, check the box for “shoulder stability”. The checklist allows you to quickly identify the skills that are intact while also clearly illustrating any skills the child may be deficient in. If any boxes remain unchecked once you’ve completed your clinical observation, you can swiftly determine what the child needs to work on. Continue to use the graphic as you work with the child. Check the boxes and record the date as the child’s scissor skills progress.
Scissor Skill Checklist: Skills Needed For Efficient Scissor Use
Good Scissor Skills Look Like…
When a child is using scissors efficiently, you will observe the following behaviors:
sitting upright with good balance
working at midline (both hands held at the middle of their torso)
holding the paper and scissors steadily
relaxed shoulders, not shrugged
elbows down, not raised
wrists held in a neutral position, not flexed (bent) or extended (raised)
holding and rotating the paper using their “helper hand”
functional “thumbs up” grasp
opening and closing scissors (opposition skills)
coordinating eye-hand movements to stay on the lines
smooth cuts versus choppy cuts
being safe
focused, eyes on the task
Good Scissor Skills Look Like…
#3 Use The Corresponding Goal Bank To Set Goals
Data, data, data! You’ve got to have it these days, but it’s not always easy to get…until now!
Easily set measurable goals using the Scissor Skill Goal Bank. The goal bank contains a template of 11 goals that correspond to the Developmental Progression of Scissor Skills Checklist. Customize each goal using the modifiers provided to fill in the blanks. Continue to use the goal bank to set new goals as the child progresses. Data tracking is super easy when using worksheets that match the goals and developmental criteria. No more searching for appropriate activities or work samples to support your goals and data collection. The Data Tracker provides a template to record the child’s progress toward goals. There’s your data, just like that. Easy-peasy!
#4 Use The Corresponding Worksheets To Address The Child’s Goals
The I Can Use Scissors! Workbook includes over 70 pages of worksheets that correspond to the Scissor Skill Developmental Checklist as well as the Scissor Skill Goal Bank (both included with purchase). The worksheets start at the beginning with snipping skills and progress to cutting out complex shapes. The borders of the design are measured to accommodate the level of precision the child should be able to cut. For example, if the child is 3 years old, he or she should be able to remain within ½” borders. You don’t have to guess or eyeball it when using these worksheets.
Skills are addressed in developmental order:
Snipping
Lines
Simple Shapes
Curvy Lines
Complex Shapes-Dotted Lines
Complex Shapes-Solid Lines
The worksheets contain fun and engaging graphics to spark the child’s interest. The worksheets were created using a task analysis approach. They provide a graded support system with levels of visual prompts that can be faded as the child progresses. The prompts illustrate “helper hand” placement (for lefties and righties), when to rotate the paper, how to get from the edge of the paper to the design, and finally where to cut on the line. The worksheets allow you to provide the “just right challenge” which is important for meaningful engagement in the task. I Can Use Scissors! Workbook is available in color or black and white.
Coloring Excitement🖍: The black-and-white version of the workbook offers coloring opportunities that will further build eye-hand coordination and fine motor control while unleashing a child’s creativity!
#5 Use The Handy Data Trackers to Collect Data
The worksheets contained in the guide align with the Scissor Skill Developmental Checklist as well as the Scissor Skill Goal Bank. This makes it so easy to take data and determine whether or not the child has met the criteria to document mastery of the goal. The worksheets start at the beginning with snipping skills and progress to cutting out complex shapes. The borders of the design are measured to accommodate the level of precision the child should be able to cut. For example, if the child is 3 years old, he or she should be able to remain within ½” borders. You don’t have to guess or eyeball it when using these worksheets. The Data Trackers provide a template to record the child’s progress toward goals.
Data Tracker
I Can Use Scissors! covers all the bases, you simply will not need any other resource! So what are you waiting for? Make your job easier by grabbing this digital resource today!
The Fun Strokes blog is designed for educational and informational use only for teachers, therapists, and parents. It is not intended as medical advice or therapeutic treatment that would be provided in an individualized treatment plan. If you suspect a child has delays, please consult an occupational therapist.
Scissor skills are essential in both school and life. Solid scissor skills will help children as they learn and play. The maturation of scissor skills requires lots of practice over time. As with all fine motor skills, there is a developmental progression to acquiring scissor skills. Check out my post Scissor Skill Development...What To Expect to read more about this. Some children have trouble with learning how to use scissors, and there can be many reasons why. Using scissors efficiently is a very complex skill that requires many prerequisites. To read more about this check out my post Good Scissor Skills…What Does It Take?In this post, I will focus on how to help kids who struggle with learning how to use scissors. Here are 12 strategies that can help!
#1 Make Sure The Child Has The Prerequisite Skills
Engage the child in activities that will build the underlying skills needed for scissor use. Here are some activities that get little hands ready for cutting with scissors:
string beads onto a pipe cleaner or string
lacing activities
tear paper
crumble paper; make it a game by tossing the balls into a basket.
play “Rock, Paper, Scissors”
use plastic safety scissors to cut play dough, modeling clay
use tools like tongs and tweezers to pick up small objects
have the child place a rubber band around his or her fingers and practice opening and closing his or her fingers
play with hand puppets or make brown paper bag puppets to allow the child to work on opposition skills while opening and closing the puppet’s mouth
9 Activities To Get Little Hands Ready For Scissor Use
Here’s a handy infographic that outlines activities that can be done to prepare kids for learning how to use scissors. This is an excellent resource to share with teachers, parents, and caregivers of young children. Click the button below to get this free PDF emailed to your inbox today!
Be sure to equip children with the correct type of scissors. There are two types of scissors, left-handed scissors, and right-handed scissors. If the child is using right-handed scissors to cut using their left hand, the blade may obstruct their view of the line while they are cutting. Children who are left-handed but have been ill-equipped with right-handed scissors may have trouble learning to use scissors efficiently. You may notice these kiddos holding their heads in awkward positions as they try to see around the scissor blade. Also, teach lefties to cut to the left of the design and in a clockwise direction. This will help them see the line they are cutting and allow them to rotate the paper efficiently with their right hand.
Scissors: Lefties vs. Righties
Therapist Choice: Left-Handed Scissors from Amazon
Disclosure: As an Amazon Associate I earn from qualifying purchases.
#3 Set Up For Success
Make sure the child is set up for success by ensuring that he or she is sitting down with both feet supported on the floor or foot rest. Sitting with both feet planted on the floor provides a stable base to work from. This will help stabilize the core allowing the child to focus their energy on what their hands are doing. It will also improve body awareness or a better sense of where their body is moving in space. When the child is sitting upright, with both feet planted on the floor, he or she is ready to cut.
#4 Follow Developmental Guidelines
Be sure to follow the developmental progression of skills indicated in my post Scissor Skill Development…What To Expect. Start with snipping, followed by cutting across paper, then lines, then simple shapes. Once the child can cut out simple shapes well, he or she may advance to complex shapes.
#5 Thumbs Up! Ensure Correct Grasp and Positioning
Look at the way the child is holding the scissors. The thumb should be held up, pointing toward the ceiling, like a hitchhiker. For the most efficient approach, encourage a thumbs-up grasp on both hands while cutting with scissors. Most scissors have a little hole and a larger hole. Teach children that scissors are right side up when the thumb is in the little hole.
Ways to facilitate a thumbs-up grasp:
How to Facilitate A Thumbs Up Grasp
Thumbs Up Hack
Tape the paper to the edge of the table. Have the child sit on the floor in front of the table. Have the child snip along the border of the paper or cut up towards the top of the paper. If the child is ready, draw lines on the paper (see image/video above).
Place stickers on the child’s thumbs. Explain that they must be able to see the stickers while cutting. If they are unable to see the stickers, they must move their hand so that they can.
Paste googly eyes and a pom pom nose on the scissors so kids can easily see and know that the scissors are right side up (see video below).
Thumbs Up Hack
#6 Start With Rigid Paper Because It’s Easier To Manage
Use cardstock or stiff paper that holds its place by nature. It’s easier to cut paper that isn’t flimsy or floppy. Some suggestions are:
paint color samples (the natural lines in between the colors are great for beginners)
old or discarded playing cards
magazine ad inserts
old or discarded folders
As the child’s skills progress, introduce paper that is less firm, such as construction paper. Keep in mind, that the flimsier the paper the more skill is required to cut it without tearing the paper.
#7 Widen The Lines or Borders
Use a sharpie to bold or thicken the lines around the borders of the design. Or use a highlighter to make the borders of the design stand out. This will help with visual attention and focus on the line.
#8 Make it Smaller
Present the child with smaller pieces that are easier to manipulate. For example, quarter an 8.5″ x 11” piece of paper. Draw lines or simple shapes for the child to cut on each piece.
#9 Help Them Get There!
For kids who struggle with finding their way to the shape or design, highlight a path to get them there. You can simply draw a line from the edge of the paper to the design. Here is an example taken from my scissor skills workbook I Can Use Scissors! The Ultimate Guide To Scissor Skill Development & Workbook which is available for purchase at the Fun Strokes Store.
I Can Use Scissors!: The Ultimate Guide To Scissor Skill Development& Workbook
#10 Use Adapted Scissors
There are many different types of adapted scissors designed to meet the specific needs of students. Here are some examples of the types I like to use:
SPRING SCISSORS
LOOP SCISSORS
PUSH DOWNTABLETOP SCISSORS
TABLETOP SCISSORS (MOUNTED)
MAILING SUPPLIES CUTTER/GIFT WRAP CUTTER
Types of Adaptive ScissorsSpring Scissors From Dollar Treemailing supplies cutter
A great way to provide access and increase the level of participation for kids who need a lot of assistance with cutting is by using a mailing supplies cutter. This is a safe way to provide hands-on engagement in scissor activities. This adaptation is ideal for those kiddos who have significant motor limitations and therefore need a higher level of assistance or adaptations, for example, children with cerebral palsy. If necessary, you can also place the mailing supplies cutter in a universal cuff to enable the child to hold it.
Adapting A Cutting Task Using a Mailing Supplies Cutter
Classroom Teachers: Consult with your school’s OT for a recommendation regarding which type of scissors may benefit your student or students.
Therapist Choice: Mailing Supplies or Gift Wrap Cutters from Amazon
Disclosure: As an Amazon Associate I earn from qualifying purchases.
#11 Ensure Correct Positioning Of The Wrist, Elbow, and Shoulder.
Is the child using their whole arm versus their hands? Place a folder, magazine, or bean bag under the arm of the dominant hand while cutting to facilitate correct positioning (see video below).
Positioning Hack
#12 Look For Physical Clues
Behaviors that indicate immature development of the shoulder and elbow when cutting with scissors:
holding and using scissors with the wrong side up
shoulders shrugged
raising the elbow away from the body instead of relaxed next to the body
sticking tongue out while cutting
cutting to the side instead of forward while holding the paper at their midline
Shoulders shrugged, raised elbows, and flexed wrists are all compensatory movements that children make when they lack adequate strength and stability in their upper body (core and/or shoulder girdle). The wrist should be held in a neutral position (not bent or extended up) with the elbow resting next to the body. The shoulder should be in a natural position, not shrugged or elevated. Observing a child stick out their tongue while cutting or writing may be an indicator that the palmar reflex isn’t fully integrated. Consult with an occupational therapist if you have concerns about your student’s or child’s scissor skills.
Whew! There ya go, 12 ways to improve scissor skills! But before I finish, there’s one more issue I’d like to tackle.
BONUS TIP: Some kids always seem to manage to lose some of what they’ve cut out during the cutting process. So when they are attempting to assemble the craft or worksheet, something is missing! This may be due to visual perceptual challenges and/or difficulties with executive functioning skills and organization. This strategy works great for both scenarios. A quick fix is to place two small baskets on their work surface. Labeled one “keep” and the other “trash”. As the child is working, have them place the pieces they need in the “keep” basket. The materials that should be discarded go in the “trash” basket. Here’s a video that illustrates how to modify a cutting task, including the use of a “keep” and “trash” basket.
How To Modify a Cutting Activity
Do you have a go-to strategy that you’d like to share? Have a question or comment? Please leave a reply in the box below.
Thanks for stopping by, please come again!
Disclaimer:
The Fun Strokes blog is designed for educational and informational use only for teachers, therapists, and parents. It is not intended as medical advice or therapeutic treatment that would be provided in an individualized treatment plan. If you suspect a child has delays, please consult an occupational therapist.
Efficient scissor use is an essential skill needed in both school and life. Typically during the sweet preschool years, children will use scissors for the first time. For example, preschoolers may be expected to cut straws and then string them onto a pipe cleaner. With consistent use, scissor skills will continue to improve. In primary school, scissors may be used as part of a color, cut, and paste activity. Students will be presented with worksheets containing images that they will need to color, cut along the borders, and paste in a designated area. At the intermediate level, children will typically be required to cut out text and images and paste them into their notebooks. Older kids will use scissors during part of more complex activities such as science and art projects. In general, scissor skills are needed for many tasks, such as clipping coupons, cooking, removing tags from new clothing, crafts, and sewing. Scissor use is a functional skill needed in both school and life.
In this post I will cover the prerequisite skills needed to be able to use scissors efficiently. Scissor use, like most fine motor tasks, is a complex skill requiring many underlying components. It may not seem like it, but children are tapping into many skills when they are using scissors.
Skills Needed For Efficient Scissor Use:
Balance: Being able to sit up unsupported, with good balance requires core strength and control. This allows for the use of both hands together (generally at the center of the body, or at midline) to cut with scissors.
Strong Shoulders: The muscles that make up the shoulder girdle must be strong enough to provide stability while the hands are moving to complete the cutting task.
Muscle Tone & Muscle Strength: Muscle tone or tonus is the normal state of balanced tension in the muscles of the body. Too much muscle tone or tension (hypertonicity) may cause the wrist to flex or bend making the task of cutting difficult. Too little muscle tone (hypotonicity) may make it difficult to grasp and/or open scissors efficiently. One must also have enough strength to hold the scissors steady and to open and close scissors to make cuts.
Wrist stability: The stabilizing muscles hold the hands in place while the action muscles do their job. When cutting, the hands work best when the wrist is held in a neutral position, meaning not flexed (bent) or extended (raised up).
Development of a Preferred Hand and a Helper Hand: Also known as asymmetrical bilateral coordination, the preferred hand (which will become the dominant hand typically by 5-6 years of age) leads the task while the helper hand assists. While cutting, the preferred or dominant hand manages the scissors while the other hand stabilizes and rotates the paper.
Motor Planning: Also called praxis, motor planning is being able to carry out the motor steps required to cut. Once the brain stores the plan, the action becomes automatic meaning the child no longer needs to think about how to do it, he or she can just do it.
Hand Separation/Functional Grasp: The ability to use the thumb, index and middle fingers while the other fingers mostly remain still. A functional grasp is typically obtained by grasping the scissors with the thumb, index and middle fingers. Ideally, the thumbs of both hands are held in an upright position known as a “thumbs up” grasp.
Eye-Hand Coordination: An important team of body parts that need to work together, controlled hand movements with controlled eye movements. The brain must process the visual information that it receives to guide the movement of the arm while cutting.
FInger Opposition Skills: Being able to open and shut scissors using one hand. Early on, around 1.5 years old, the child will use both hands to open and shut scissors. By age two, the child is able to do so using only one hand.
Safety Awareness: Having an understanding that scissors have sharp blades that will not only cut paper, but people too!
Focus/Sustained Visual Attention to Task: Being able to focus on the task and look at what you’re doing the entire time.
Engagement: You must be able to engage the child in the task.
Skills Needed For Efficient Scissor Use At A Glance:
Here is an infographic that summarizes all the underlying skills needed to manage scissors proficiently.
Skills Needed For Efficient Scissor Use
As you can see, the skill of cutting has a lot of moving parts. When all of the underlying skills are intact, a child will become pretty good at using scissors. He or she will be able to meet classroom expectations as well as use scissors for personal interests such as crafts, science projects, or whatever one wants to do. When a child is using scissors efficiently, you may observe the following behaviors:
sitting upright with good balance
working at midline (elbows resting next to the body; both hands held at the middle of the torso)
holding the paper and scissors steadily
wrists held in a neutral position, meaning not flexed (bent) or extended (raised)
holding and rotating the paper using their “helper hand”
functional “thumbs up” grasp
able to open and close scissors (opposition skills)
able to coordinate eye-hand movements to stay on the lines
able to make smooth cuts versus choppy cuts (fine motor control)
being safe
eyes focused on the task
Good Scissor Skills
.
I hope that this post provides you with a better understanding of the very complex skill of scissor use. Have a question or comment? Leave a reply in the box below. I’d love to hear from you!
Disclaimer
The Fun Strokes blog is designed for educational and informational use only for teachers, therapists, and parents. It is not intended as medical advice or therapeutic treatment that would be provided in an individualized treatment plan. If you suspect a child has delays, please consult an occupational therapist.
Scissor skills progress over time, with consistent use. Children should start to use scissors early on, as toddlers (around 1.5 years old). Contrary to general opinion, scissors can be used safely at this age. As a therapist, I’ve experienced a general reluctance from parents when it comes to putting a pair of scissors in the hands of their child. I totally get this! Scissors can be dangerous if not used carefully. Children may hurt themselves or someone else. But there is a way around this. Simply use plastic safety scissors containing a blunt tip (with adult supervision of course). This is a safe way to teach kids how to use scissors and they will begin to develop the motor skills needed to acquire this skill. Young kids can practice by cutting play dough or modeling clay.
Early on, around 1.5 years old, children will use both hands to open and shut scissors. Around age two, he or she can do so using only one hand. In this post, I will cover the developmental progression of scissor skills. You’ll learn what to expect from the very beginning, til when scissors skills have matured, around age 6.
Using Both Hands 1.5 years old
Age 2
Able to open & close using the correct grasp
Able to snip
Able to hold the paper with the opposite hand
Snipping
Age 3
Cuts a piece of paper in two (5″ square)
Cuts a 5″ line within 1/2″ limits
Age 4 – 4.5
Cuts a 5” line within ½” limits
Cuts a triangle with 2” sides within ½” limits
Moves paper while cutting
Cuts a 5” circle within 1/2” limits
Cuts a 5” circle within 1/4” limits
Age 4.5 – 5
Cuts a 5″ circle within 1/2″ limits
Cuts simple shapes (circle, triangle, square) within 1/4″ limits
Trying to remember where a child should be developmentally isn’t always easy. I’ve been practicing OT for over 20 years and still need a point of reference when completing evaluations or writing goals. I love a good infographic that provides the information I need at a glance, like this one below.
Conveniently use this handy graphic as a quick reference to determine where a child’s scissor skills fall on the developmental timeline. Click the button above to get your free PDF today!
I hope that this post provides you with a better understanding of how scissor skills mature and when it’s safe to get kids started. Have a question or comment? Leave a reply in the box below. I’d love to hear from you!
Disclaimer
The Fun Strokes blog is designed for educational and informational use only for therapists, teachers, and parents. It is not intended as medical advice or therapeutic treatment that would be provided in an individualized treatment plan. If you suspect a child has delays, please consult an occupational therapist.
June’s Dollar Tree Activity of the Month: It’s O-FISHally Summer
Summer is finally here! Kids have worked hard all school year and it is time for a much-needed break. These pool noodle fish are a fun way to welcome summer vacation and all the excitement that comes along with it. This craft will evoke thoughts of trips to the beach, ocean life and all the fun summer brings. A great way to embrace summer vacation while working on fine motor skills. Perfect to do during therapy sessions, as a class, and/or at home. All the supplies can be gathered for pennies on the dollar at your local Dollar Tree.
Skills Addressed:
bilateral coordination
eye-hand coordination
fine motor strengthening
fine motor control
grasping skills
cutting skills
visual-motor integration skills
visual perceptual skills
executive functioning skills (focus attention, remember multi-step directions, initiate and follow through with the task)
It’s O-FISHally Summer!
Dollar Tree Supplies Needed:
googly eyes
pipe cleaners
pool noodle (cut into 1″ discs)
construction paper
Staples Needed:
scissors
school glue
pencil
markers/crayons
Dollar Tree Supplies NeededStaples Needed
How To Make the “It’s O-FISHally Summer” Craft:
It is always helpful to present the child with a model so that they can see what you expect them to do.
I recommend cutting the pool noodles ahead of time and setting them aside.
Instructions:
Jellyfish
To prep for this activity, the adult needs to cut the pool noodle into 1″-1.5″ discs. Set aside. One disc makes (2) jellyfish and (1) common fish. Prepare as many as you need.
To make the jellyfish, have the child cut the disc in half.
Cut (2) pipe cleaners into 3 equal parts (about 4″ each).
Bend the pipe cleaner as preferred to mimic tentacles.
Poke the ends of the pipe cleaner into the bottom or flat side of the pool noodle.
Glue (2) googly eyes onto the front of the pool noodle.
CommonFish
To prep for this activity, the adult needs to cut the pool noodle into 1′-1.5′ discs. Set aside. One disc makes (1) fish. Prepare as many as you need.
Make the mouth by cutting the pipe cleaner into a piece that is approximately 3″ long.
Push each end into the side of the pool noodle, and bend in the middle.
To make the tail, cut the pipe cleaner into a piece that is approximately 8″ long. Poke the ends into the pool noodle, and bend as you’d like to simulate a tail.
Optional: Make a fin by cutting the pipe cleaner into a piece that is approximately 3″ long. Poke both ends into the top of the pool noodle and bend it to simulate a fin.
Glue a googly eye on the side of the pool noodle, above the mouth.
Ocean Mat
Using blue construction paper, markers, and/or crayons, draw the ocean floor as you see fit. Have fun with it!
Outline the images that represent the bottom of the ocean. Have the child trace over the lines and fill in using markers and/or crayons. If the child needs to work on improving their grasp, be sure to use short (broken) crayons.
Some children may not have adequate strength to cut the pool noodle and/or pipe cleaners, if so, prep the materials for them.
If the child is unable to copy the title, have them trace it.
Grade Up (Make it Harder):
Draw more elaborate images to represent the bottom of the ocean.
Add more embellishments to the common fish, such as a fin on the top and a pectoral fin on the side.
Add more tentacles to the jellyfish.
Happy Mother’s Day
As always, have fun!
Disclaimer:
The Fun Strokes blog is designed for educational and informational use only for teachers, therapists, and parents. It is not intended as medical advice or therapeutic treatment that would be provided in an individualized treatment plan. If you suspect a child has delays, please consult an occupational therapist.
Most people are inclined to use one hand over the other. Repeated use of the preferred hand leads to hand dominance. Your dominant hand is your skilled hand, the hand that is better at performing intricate tasks like drawing, handwriting, and using a fork or a spoon. Try writing a note or spreading peanut butter on a piece of bread using your non-dominant hand. You will quickly see how one hand is more skilled than the other.
Hand Dominance
When completing most fine motor tasks, one hand acts as an anchor, stabilizing the object in use while the other hand carries out the work. In the picture above, the child is drawing with their dominant hand while holding the paper in place with the opposite hand. The non-dominant hand is sometimes referred to as the “helper” hand as both hands work together to complete the task.
Developmentally, many steps happen before this milestone is reached. Babies will discover their hands during the infant stage. You may see them marvel at their hands while held in front of them. Infants are born with a grasping reflex. When you stroke the palm of their hand, they will immediately grip your finger (this reflex disappears around 9-12 months). Babies will place their fisted hands in their mouths. As development continues the baby will be able to use their hands more intentionally to grasp and release objects. Soon they will bring their hands together and play with their fingers. Eventually, they will learn how to clap their hands together. Singing the Patty-Cake song is a good way to encourage this to happen. Babies will begin to use both hands to hold a toy or drink their bottle. As infants transition into the toddler stage, they’ll begin to engage in more complex tasks requiring the use of two hands together. Building with blocks, completing inset puzzles, and turning the pages of a book are a few examples. Soon they will begin to use crayons to scribble and scissors to snip paper. As children gain more experience with using their hands, they will begin to get a sense of which hand works better than the other. One hand will become the preferred hand and the other the “helper” hand. As the child uses the preferred hand most often, it will then become the more skilled hand, the stronger hand, and the dominant hand.
When should you expect to see hand dominance emerge in children?
You can begin to see a hand preference as early as age 2.
Typically, by the time a child enters kindergarten (or age 5-6), you will begin to see consistent use of one hand versus the other.
If not, here are some factors that may be impeding development.
Crossing the Midline: Midline crossing, or being able to use one hand to work on the opposite side of the body, is a very important developmental skill. Imagine a line drawn down the middle of the body, from head to toe. Reaching your arm or leg across this imaginary line is called midline crossing. This very important skill fosters communication between the left and right hemispheres of the brain, allowing them to work together efficiently. Midline crossing also encourages bilateral coordination, the maturation of fine motor skills, and hand dominance. Being able to use the preferred hand on both sides of the body allows for steady practice and refinement, allowing the preferred hand to become stronger and dominant. Once children develop hand dominance they will not switch hands to reach across their bodies, instead, they will spontaneously use their dominant hand. For example, when reaching to pick something up from the floor, scratching an itch, getting dressed, and brushing hair. Kids who have difficulty with midline crossing may avoid reaching across their bodies. Instead, they will use their left hand on their left side and their right hand on their right side.
Hand Strength: Fine motor weakness or poor hand strength, causes a lack of endurance for fine motor tasks like writing, and coloring. Fatigue may cause a child to switch hands. When one hand gets tired, the child may use the other hand.
Could the child switch hands because they are ambidextrous?
This is certainly possible, however, if there are concerns, the factors indicated above should be considered and ruled out first. Truly ambidextrous people only make up about 1 percent of the population. People who have no dominant hand, and can use both hands with equal skill, are about 1 in 100. What matters is whether or not the child is functional and able to engage in fine motor tasks efficiently.
What can you do to help kids who continue to switch hands during fine motor tasks?
Engage in activities that require two hands to work together (one hand’s job is to work while the other hand’s job is to stabilize). This is called asymmetrical bilateral coordination. When both hands are working together, but doing different functions, with one side leading and the other side helping. Be observant and take notice of which hand the child tends to lead with.
cutting with scissors
pouring (pour sand into containers during sandbox play, pour water into various- sized cups, allow kids to help cook)
lacing activities
stirring (pretend play stirring a spoon in a bowl, mix two different colors of Kinetic sand in a bowl using a spoon)
place items of interest inside ziplock bags and have the child open the bag to get it out
peel off stickers
play dress-up using garments containing buttons, zippers, and snaps
stringing beads
place clothespins on objects
play with toys that require two hands (one hand does the work while the other hand stabilizes the object) e.g Legos, Mr. Potato Head, and Duplo Blocks.
Play games that aim for a target e.g. ring toss, bullseye, bean bag toss/cornhole to help kids get a sense of what hand works better.
Practice midline crossing:
draw large pictures on pavement using sidewalk chalk
using an easel, draw a rainbow starting on one side of the easel and ending on the other
fold laundry, particularly big pieces like towels
play Simon Says being sure to use lots of moves that require crossing the midline e.g. reach across your body to touch your opposite foot, opposite shoulder, opposite knee
cross crawls
have the child reach across midline to place clothespins on his/her person (on sleeves, pants legs, shoelaces)
All of the activities stated above will allow kids to get experience using both hands and by doing so they will start to get a feel for which hand is stronger.
Kids need to discover hand dominance naturally so don’t force it. Allow the child to choose the hand they want to work with and then encourage them to stick with it or use the same hand they started with. Do activities to build hand strength to ensure that weakness isn’t contributing to hand switching during fine motor tasks.
Sock Hack:
Sock Hack
Here’s a simple way to discourage switching hands mid-task. Allow the child to initiate the task, children will typically begin tasks using the emerging dominant hand. Kids need to discover hand dominance naturally so don’t force it. Rather, encourage them to stick with it or use the same hand they started with. When using a whiteboard, place a sock over the hand that is not in use. The sock prompts kids to continue using the hand they’ve started with. Once finished with the writing or drawing task, the sock doubles as an eraser. Have the child take the sock off the opposite hand and place it in their writing hand to erase the board. Socks do a fine job of cleaning the whiteboard and can be used over and over again. Lastly, tasks that require two hands to work together promote hand dominance so be sure to have the child don and doff the sock between tasks!
I hope you find this information useful! Have a question or comment? Please leave a reply below!
The Fun Strokes blog is designed for educational and informational use only for teachers, therapists, and parents. It is not intended as medical advice or therapeutic treatment that would be provided in an individualized treatment plan. If you suspect a child has delays, please consult an occupational therapist.
May’s Dollar Tree Activity of the Month: Mother’s Day Blooms
As a mom, I know how special it is to receive a handmade Mother’s Day gift from my child. The time and energy spent to make something memorable for Mommy is priceless and preferred over any store-bought gift. I save them for as long as they’ll hold up. Mother’s Day is just around the corner so now is the time to create sweet and unforgettable gifts for moms. This craft is sure to bring a smile to any mom’s face, it’s just so cute. A great way to celebrate Mother’s Day while working on fine motor skills. Perfect to do during therapy sessions, as a class, and/or at home. All the supplies can be gathered for pennies on the dollar at your local Dollar Tree.
Skills Addressed:
bilateral coordination
eye-hand coordination
fine motor strengthening
fine motor control
grasping skills
cutting skills (snipping)
handwriting skills
executive functioning skills (focus attention, remember multi-step directions, initiate and follow through with the task)
Dollar Tree Supplies Needed:
coffee filters
construction paper
craft sticks
pool noodle (cut into 1″ discs)
pump spray bottles
eye droppers
Staples Needed:
markers
green crayon
scissors
tape
school glue
glue gun (if preferred with close supervision)
Dollar Tree Supplies NeededStaples Needed
How To Make Mother’s Day Blooms:
It is always helpful to present the child with a model so that they can see what you expect them to do.
I recommend cutting the pool noodles ahead of time and setting them aside. It’s also a good idea to color and spray the coffee filters ahead of time to allow time to dry. This craft is ideally done over two sessions.
Instructions:
To prep for this activity, the adult needs to cut the pool noodle into 1″ discs. Set aside. One disc makes one flower. Prepare as many as you need.
Use several different colored markers to color the coffee filter making sure to provide good coverage.
Place the coffee filter on top of a paper towel. Spray the coffee filter generously with water.
To add another fine motor challenge, use a dropper bottle to add more water (optional: add food coloring to the dropper bottle).
Allow the coffee filter to dry.
Measure the circumference of the disc.
Cut a piece of green construction paper the length of the circumference, approximately 8″ x ~3″ width. (I prepped green paper strips cut to size ahead of time as well).
Use Legiliner to make a line or draw a line for the child to write on. (I have no affiliation with Legiliner, just a happy customer!)
Have the child write “Happy Mother’s Day, Love (their name and the date/year).
Make grass by snipping the paper.
Fold the paper over a pencil and roll it to curl the grass.
Place the grass around the disc and secure it with tape.
Using brown paper, trace the disc and cut it out. Fold the paper in half and cut a small slit near the edge. This will be the dirt.
Using a crayon, color the popsicle stick green to make the stem of the flower.
Slide it through the slit in the brown paper and place it on top of the disc.
Push the popsicle stick into the pool noodle.
Once dry, fold the coffee filter in half, then again and again (into eighths).
Glue the folds of the coffee filter together at the base.
Fold the coffee filter over the top of craft stick to secure it in place. Add more glue if needed.
Puff and arrange the coffee filter to resemble a flower.
Done!
How To Make Mother’s Day Bloom’s:
How To Mother’s Day Blooms
How To Offer the “Just Right” Challenge:
This craft provides a great fine motor challenge as is. It also requires many steps to complete. There really is no need to “grade up” or make it harder. But here are some suggestions for making it easier.
Grade Down (Make it Easier)
For younger or less skilled children:
Use a trigger spray bottle instead of a pump spray bottle as they are easier to use.
Provide a model of the greeting for the child to copy. If unable to copy, have the child trace it.
Draw lines to help the child know where to snip.
Assist by holding the grass in place around the disc while the child secures it with tape.
Fold the coffee filter in eights for the child while he/she assists by patting the paper to form the creases.
Assist with gluing the folds together at the base of the coffee filter to ensure the flower doesn’t come apart.
Happy Mother’s Day
As always, have fun!
Disclaimer:
The Fun Strokes blog is designed for educational and informational use only for teachers, therapists, and parents. It is not intended as medical advice or therapeutic treatment that would be provided in an individualized treatment plan. If you suspect a child has delays, please consult an occupational therapist.
Hello again! I hope you’ve enjoyed my Handwriting Series. If you’re joining me for this first time, welcome! In the series, I’ve covered why handwriting legibility is so important. I’ve broken down the components of handwriting legibility and provided tips regarding how to address issues with acquiring them. In this post, I will cover the most important component of handwriting legibility, letter formation. Letter formation is the ability to form letters of the alphabet correctly and following a standard (e.g. the method taught in school). Being able to form letters correctly, in a smooth, effortless manner is called handwriting fluency. Handwriting fluency is a vital part of academic success and plays a major role in literacy. Handwriting fluency begins with learning letter formation.
Historically, children are taught letter formation skills in kindergarten. It seems that many children begin learning this skill in preschool these days. What matters is whether or not they are ready to learn how to write developmentally.
Before children are taught letter formation, there are very important developmental milestones that must be met to ensure handwriting readiness. These milestones are typically acquired during the preschool years and equip children with the foundation that is needed to meet the handwriting demands of school. Of utmost importance is making sure children have mastered the prerequisite skill first, pre-writing strokes. If children are not able to draw basic shapes (lines, crosses, circles, squares, and triangles) then it’s nearly impossible for them to learn how to write letters correctly and efficiently. If the child is unable to draw all pre-writing strokes, it is in his or her best interest to hold off on teaching letter formation until this skill is met.
Once the child can draw pre-writing strokes with precision, I recommend teaching upper case letters before lower case letters. Why? Because upper case letters are the easiest letters to form in terms of stroke sequence and serve as a great introduction to the rules of handwriting. How do I mean? It’s easier for children to understand that letters should be placed within specific boundaries on the line when they all start and stop at the same point. Upper case letters do not have as many variances in size and stroke sequence as lower case letters do. They all start and stop on the top and bottom lines of primary paper. This is a great introduction to writing letters and forms good habits right at the beginning.
Instead of teaching letter formation in alphabetical order, I recommend teaching letters in groups. Some programs or therapists may differ, however, after years of working with diverse groups of students, I’ve had the most success grouping letters in the following way.
Start with letters containing similar simple strokes and then progress to more complex strokes. Begin with upper case letters comprised of vertical and horizontal lines.
Teach the letters containing these simple strokes first. They are L, E, F, H, T, and I.
Progress to rounded letters next. They are C, O, G, S, D, P, J, U, and B.
Lastly, teach upper case letters containing diagonal strokes. They are R, K, A, V, M, N, Q, W, X, Y, and Z.
Once the child can form all upper case letters correctly, move on to numbers.
Finally, teach lower case letters. Again, it is ideal to teach letters that have a similar stroke sequence in groups. Lower case letters vary in size and placement on the line so it is important to emphasize starting points and ending points as well. Lower case letters have three sizes, tall, short, and go under letters. Here are the letter groups I recommend teaching together.
All letters that begin with “c” and start on the dotted middle line should be grouped. They are c, a, o, d, g, s, q.
All short letters that start on the dotted line and “go down” and then climb back up should be grouped. They are r, m, n, and p. Follow these letters with their tall counterparts which start on the top line, go down, and then climb back up. They are h, b.
Group letters that are straight, l, t, i, and j.
Group letters containing diagonal lines. They are k, v, w, x, y, and z.
Teach letters that have a unique stroke sequence together. They are e, u, and f.
It can be helpful for many children to point out that some lowercase letters are simply a smaller version of their capital letters. They are Cc, Oo, Ss, Vv, Ww, Xx, Zz. Again, be sure to emphasize where these letters start on the line.
Always Use Primary Paper With Early Writers!
Never underestimate the importance of using primary paper when children are early writers. Typically when children are in Pre-K up to grade 2. Second grade is generally a good time to transition to standard wide-ruled paper, but of course, some children still are not ready. Early writers need the structure and visual guidelines provided by primary paper. I often see children writing on standard wide-ruled paper far too soon. Developmentally they are not ready and this can create unnecessary problems e.g. inconsistent letter size, bottom to top stroke sequence, poor line orientation. So please, do not skip this crucial stage!
Positioning is also very important. Children who are in the developmental stage of acquiring fine motor skills need environmental support to become efficient handwriters. Ideally, children should be seated at a table that allows for both feet to be planted on the floor. Their posture should be upright with hips, knees, and ankles bent at the same angle. This is referred to as 90/90/90 positioning where the hips, knees, and ankles are flexed (bent) at a 90-degree angle. An upright posture with both feet planted on the floor facilitates good handwriting. It’s also important that the desk or table height allows for the child’s forearms to be parallel to the floor. The paper should be tilted to align with the child’s forearm. The hand and forearm should be resting on the table surface to provide stability as the child writes. The non-writing hand should anchor the paper in place as the child writes.
90/90/90 Positioning
Address pencil grip if needed. If a child’s grip looks awkward or if the child complains of discomfort, chances are he or she will benefit from additional support. Learn more about typical development and what to expect by clicking the following link: Pencil Grasp Development: What To Expect
It’s also very important to spend time teaching letter formation. Demonstrate how to form each letter/number and have the child imitate. Correct the child if they are not able to follow the right stroke sequence. Once they can do so, practice, practice, practice.
If you notice a child struggling with learning how to write in the early stages, take action. This is a decisive time where intervention can have the greatest impact. Work with the child by providing extra support. The following suggestions will help with motor planning, muscle memory, and visual memory.
Have the child verbalize the stroke sequence for each letter while writing it.
Have the child write the letter with eyes closed in the air.
Have the child trace the letter followed by attempting it on their own.
Start with large muscle groups by writing letters with dry erase markers on a vertical surface and with sidewalk chalk on the ground.
Provide sensory input by forming letters with various mediums (shaving cream, pudding, whipped cream, sand, Play-Doh, Wiki Sticks, etc.)
Provide more tactile feedback by placing the writing paper over a piece of sandpaper when teaching letter formation.
Now that we’ve covered all bases, it is time to talk about how to address handwriting legibility skills comprehensively. I’m thrilled to present this super fun activity that tackles them all.
The Complete Handwriting Checklist a.k.a Be A Handwriting Sleuth!
Once you’ve addressed the underlying issues impacting a child’s handwriting, ensure that they can effectively implement the strategies you’ve taught them by using a checklist. Why use a checklist? They help kids organize and plan out the steps needed to edit their handwriting. Some provide a visual model to help kids identify their errors. Also, checklists are interactive providing a hands-on approach to the editing process.
Be A Handwriting Sleuth
I strongly believe that if kids are having fun, it’s far easier to sustain their attention and level of effort with any given task. With this in mind, I’ve created a super fun checklist activity that addresses every aspect of handwriting legibility. When using this checklist children are morphed into handwriting sleuths and equipped with a magnifying glass to play the part! It’s a lighthearted approach to handwriting legibility that kids will love! The checklist can be individualized for each child, meeting them where they are and offering the “just right” challenge. It allows you to hone in on a few areas or many. The magnifying glass is a super fun way to highlight the errors needing corrections. Kids will be motivated to earn badges that celebrate their handwriting accomplishments and confirm their status as handwriting sleuths!
Would you like to use this checklist with your students or little ones? Get your digital download by clicking the button below:
The Fun Strokes blog is designed for educational and informational use only for teachers, therapists, and parents. It is not intended as medical advice or therapeutic treatment that would be provided in an individualized treatment plan. If you suspect a child has delays, please consult an occupational therapist.
