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FM Skills 6
Peds Motor Control: FM Skills
| Question | Answer |
|---|---|
| Developmental progression of implement usage includes (in order) | Scribbling,Simple Line Drawing, Tracing, Freehand Drawing |
| Scribbling | Usually seen in young childhood when provided with figure/model to copy as spontaneous scribble. Looping is also common in scribbling. |
| Simple Line Drawing | The child draws vertical, horizontal, diagonal and curved lines. This is important for learning the skill of writing letters, numbers, and other functional symbols. |
| Tracing | Individual completes simple dot-to-dot line grids including vertical, horizontal, diagonal and curved lines in various combinations and degrees of complexity. |
| Freehand Drawing | Involves both copying from a model and sketching drawing a figure from memory. |
| Freehand drawing of Geometric shape: Circle | first to be mastered (3yrs) |
| Freehand drawing of Geometric shape: Cross/Square | next to be mastered (4yrs) |
| Progression continues to mastery of ____ | Triangle/Rectangle |
| are the most complex and last to complete, ____ | Diamonds and stars |
| Freehand drawing of Geometric shape: diagonal lines/angles | Last to be mastered (6-7yrs) |
| Prerequisites experiences for writing include: | Developmental readiness, Balance, stability, Object manipulation, Functional asymmetry, Grasp of the implement (writing tool), General Prewriting, Coloring activities |
| Developmental readiness (def) | The individual must be ready to write |
| Balance (def) | Individual must be able to sit (I) with good trunk control. Individuals must be placed in the most stable positions possible. Different positions to consider are prone, sitting in the chair with support, standing at a board and kneeling at a low table. |
| Stability: shoulder/elbow | individuals should be positioned leaning forward and resting elbow on table holds upper arms at the sides of body and is in prone position |
| Stability: forearm/wrist | weights on wrist; placing weight on body on forearms; or writing, drawing or copying on board that is slanted are possibilities. |
| Object manipulation | A wide variety of object sizes, weights, and shapes are important. Incorporate GM, Eye-hand coordination skills of throwing, catching and striking. |
| Functional Asymmetry: Lead-Assist Hand Usage | Incorporate bilateral coordination tasks requiring obj. manipulation/implement manipulation. If opposite hand can't be used, attach paper 2 writing surface (tape or place on clipboard). Assist hand can hold obj., squeeze a ball, Play-Doh or other obj. |
| Grasp of Writing Tool | Wide variety of tools to be used such as pencil grips, triangular-shaped pens, easy-grip crayons, and talking pens. Engage individual initially in activities that do not require fine or precise control. |
| General Prewriting:Broad range of ideas can be used for preparing for writing such as- | Write on different kinds of surfaces, Tracing around stencils, Write IN different kinds of surfaces, |
| Write on different kinds of surfaces (Ex): | as aluminum foil, waxed paper, sand paper, paper bags that can be important and fun. |
| Tracing around stencils using different tools(Ex): | using crayons, scented markers, weighted paintbrushes, chalk, toothpick, small stick, thimble on the finger to trace around shapes, figures or objects. |
| Write IN different kinds of surfaces (EX): | Write in sand, mud, pudding, gelatin, and soap suds are fun ways to engage in prewriting |
| additional activities (Ex): | Use scarves, paper towels, or magic wants to make lines or shapes in air. |
| Sequence for prewriting->writing | imitation of your drawing ->tracing prepared figures ->to copy lines,shapes and letters -> to write freehand. |
| Coloring Activities-How to Promote Progression (Ex): | Use large spaces 4 coloring -> move to smaller spaces -> move 2 more complex designs -> multidirectional strokes. Each step increases control. Due 2 lack of control, indiv will color random strokes/go outside lines. More controlled movement will follow. |
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