Practice Based Intervention

To address fine and gross motor skills for a Somali 18 month old boy I would develop a home program intervention to address his developmental motor delay. Children at the second year of their life are typically mastering and exploring objects. This includes copying and imitating simple action; gross motor activities such as throwing, kicking, and catching; and ideational

With one child I was supporting them whilst writing their own name. By the end of the activity they were all using a pencil and holding it effectively to form recognisable letters.

The development of writing skills largely relies on fine motor skills. First the child must master the holding of writing implements (Huffman & Fortenberry, 2011). There are four stages in the development of holding a writing implement and depending on the culture the child grows up in, the final stage may be attained at an earlier time (Walcer, 2016a). The last stage of learning to hold a writing implement is called the dynamic tripod. In this stage the child has finger coordination and displays a mature way of holding a writing implement (Walcer, 2016a). The dynamic tripod is usually present at the same time that the mature writing pattern is observed,

He needs practice forming correct letters to include proper size. He also needs to be more attentive while writing so that he does not make careless spelling errors to include omitting and adding letters to words. A plastic pencil grip will assist him in his finger grip and is encouraged.

This study validated the use of co-teaching handwriting with the teacher and therapist embedded in the classroom to provide handwriting intervention. The students in the Write Start program with the therapist embedded in the classroom demonstrated improvement in legibility, handwriting and speed. The increased legibility of written work through development of writing could possibly provide success when demands for writing increase; increasing academic participation and

help as well as dedicating time to handwriting sessions where pupils can use handwriting paper and

In the classroom, Aaron has availability to alphabet books, alphabet letters, crayons and pencils for writing, writing journal, and a desk for writing. With these learning materials Aaron is able to practice reading and writing skills on a daily basis. During writing, students are encouraged to write words to the best of their ability, and drawings are accepted as a form of communicating thoughts and ideas. When writing it is important to allow students to use resources around the room to help guide their writing. Aaron is able to locate a letter and then a word on the word wall. In addition, each day there are new sight word being introduced and anchor charts are being develop to help assist students in their writing. Sometimes during reading, students are able to see the words over the document camera as the book is being read aloud. Daily practice of reading letters and writing is essential in the learning process in kindergarten, each week students are given homework folders to take home for the week to practice saying the alphabet, reading sight words, and writing phrases. A daily schedule is composed of many literacy lessons throughout the day to help develop language, the foundation of

Do I really want to spend time on relearning to write? The book trembles in my hands. When did the shaking begin? I sigh and try three times to turn the page. This growing older is going to be a challenge. Would relearning to work a pen be more physical therapy than skill reacquisition?

So many children this day in age, are sat in front of a television or a tablet and expected to keep quiet. Children are built to explore, move, and learn from their experiences, and this cannot happen when a child is inside, being distracted by technology. No matter how busy parents are, they should find at least thirty minutes a day to go outside and play with their children. If the weather does not permit outside play, then playing games inside is always a great alternative. Parents should be encouraging their children to develop the motor skills that they are going to need in order to succeed in school and later in life. Many parents encourage the development of their children’s gross motor skills by involving them in sports, dance, or gymnastics. These programs are great for not only teaching children how to be good at something they love, but they also encourage children to develop their motor skills. If parents find that they cannot afford programs such as these, they can focus on providing multiple opportunities for play. For example, one day they could go to the park or they could go over the neighbor’s house to play. Ultimately, the best thing that parents can do to encourage the development of their children’s motor skills is to allow them to play as much as possible and to allow them to try new activities, even if they are

Handwriting is the essential skill for both children and adults. Even if you are the manager,engineer,doctor or something else you have the skill of handwriting. Handwriting helps the children or adults to use your brain for education. Handwriting is the most important thing in education. Children with poor handwriting will also have difficulty with other academic areas. Handwriting is production of creative and well written text. Handwriting helps to develop our brain for thinking, language and working memory. The college board found that who written in cursive for the essay portion has scored higher than who has printed.

For as long as humans have been able to write, writing difficulties have existed. With nearly one in five children suffering from a writing difficulty, dysgraphia is certainly not an uncommon learning difference. The Learning Disabilities Association of America (LDA) describes dysgraphia as a learning difficulty which affects the fine motor skills required for proper hand writing (2001). This can be seen through a variety of different symptoms and affects each person differently. When looking for a cause for dysgraphia, the disability can be broken down into two different categories – acquired and developmental dysgraphia. Acquired dysgraphia occurs when an individual sustains trauma to the brain as a result from an accident, stroke, Alzheimer's disease, or other degenerative condition. Acquired dysgraphia, unlike its counterpart is often

Many different aspects come into play when perfecting your penmanship. From an early age children are taught all the same way to write. As people get older the fine motor skills required for legible writing become better and tighter. When children expand out to cursive, the flow and distinctive marks become more visible and present. The penmanship of a person is as unique as a finger print (Carroll, 2003).

This kind of skill enables children to take more responsibility for their personal care. Example of fine motor activities includes writing and drawing. The writing skill of children in middle childhood tends to be large, and clear enough to be read easily. Besides that, schoolchildren show improvements on drawing skill in organization, detail, and complexity representation (Papalia et al., 2009).

The recent shift from handwriting to typing in early schooling is largely due to the introduction of computers into the classroom. While this allows students accesses to more information than ever before, there could be cognitive detriments to this sudden introduction to technology in the classroom. This is a critical period for children who are undergoing an extensive expansion of their gross and fine motor skills. Fine motor skills are considered the movements of children’s small muscles, including fingers, toes, lips, and tongue. These are paired with gross motor skills, such as running, catching, and throwing, which allow young children to go and explore their world. Interaction with their surroundings is important for cognitive development (Berk, 2010). In turn this means if an aspect of motor development is hindered it could effect cognitive development as well. While it is well known that drawing is linked to advances in fine motor skills, the action of handwriting is less understood. It is understood however that “Fine motor skills and vocabulary development generally indicate a positive relationship.” (Suggate & Stoeger, 2014). Typing is becoming the emphasis in early schooling, whereas handwriting has recently taken a backseat. Research seems to indicate that typing does have an effect on fine motor skill development, however there are multiple factors when considering cognitive development. The following studies show what type of relationship these variables have

Cursive writing is a faster way of writing than printing. Because kids brain involved in thinking language and working memory (William 2014). It is important that student writer at a speed that will enable them to finish their lask. Copying text like a poem helps kids to internalize (Cindi, 2014). It can improve if they write what they are reading addition to them learning.There’s also some research that suggest people remember they better when taking notes