The ability to move ones hands, feet, and eyes not only together, but across and to the other side of the body.
Ask the child to hold the stamp with his/her thumb, index finger, and middle finger.
You may want to set the stamp pad on the opposite side to the hand holding the stamp so that it encourages the child to reach over his/her midline.
To promote the development of visual motor skills have the child stamp between two vertical lines, horizontal lines, or around a circle.
To encourage wrist extension and stabilization place the stamping paper on an inclined surface.
For this activity, you need 2 players (adult and child or two children).
Sit or stand across from each other at a table.
Each person should hold a plastic cup in one hand.
One person rolls a marble to the other person at a slow pace.
The second person places their cup on top of the marble trapping the marble under the cup.
Then they push their cup towards the first person sending the marble rolling to them at a moderate pace.
Then the first person captures the marble and this back and forth game continues on.
This activity can be graded by using a tennis ball or a ping-pong ball instead of the marble as well as using a large round container instead of the plastic cup.
In addition, you can be rolling the ball fast or slow, follow a path when passing the ball from one another, catching the ball as it rolls off the edge of the table, or using your hands instead of cups.
Label each roll or tube by color.
Attach the tubes onto a wall, door, or window using some tape or clear self-adhesive magic cover.
Place pom-poms in a container.
Ask the child to kneel while sorting the colored pom-poms into the right tube.
Use tongs to work on hand strength and grasp.
Instruct the child to turn the cup upside down and dip the rim into the paint. Fingers should spread across the bottom of the cup for a firm grasp.
Place the paint covered rim firmly on the paper to make the ring. Repeat desired amount of times with each color chosen. The cup should be re-dipped for each new ring.
Be sure to instruct the child to keep the cups on the designated color plate so the colors do not run and blend. (E.g. blue cup with blue paint, red with red, etc.)
Benefits of this activity:
1. Holding the cup with the fingers all spread apart strengthen the thumb muscles and deep muscles in the hand that play a key role in the dexterity required for moving a pencil for writing and drawing.
2. A motor sequence occurs as the child dips, places the cup on the paper and repeats this.
3. Eye-hand motor coordination occurs as the child plans where to place the cup. The dramatic colors draw the child’s eyes to the paper.
4. Matching colors-correct plate for the paint covered cup
5. Planning a design may occur.
Note: For children with tactile sensitivities, be sure to have a towel or source for washing hands nearby.
On an index card or a piece of paper, draw a pattern of colors, letters, or numbers (you can also mix the symbols).
Draw the matching symbols on the bottom part of the clothespins.
Place the index card and the clothespins in front of the child. Ask the child to hold the top part of the hanger with his non-dominant hand.
Review the pattern with the child first, then ask the child to use the dominant hand to find the clothespin that has the first symbol in the raw.
Instruct the child to place the clothespin he found on the hanger, reinforcing him to use pincer grasp to open the clothespin, and crossing his mid-line by placing the clothespin on the opposite side of the hanger (i.e. if the child is right hand dominant, he will start placing the clothespins on the left side of the hanger).
Have the child continue following the pattern, placing all the matching clothespins on the hanger.
