Children who are encouraged to write with a variety of utensils at an early age will later learn to execute their fine motor skills more easily, more effectively, and with greater confidence than children who do not have this encouragement. Though the mastery of one’s fine motor skills take time, they can be practiced and developed throughout the course of one’s preschool experience.
Occupational therapists agree that the tripod grasp is the preferred mode of writing in the latent preschool years and into middle childhood. This grasp provides the most control of a pencil. To refine the muscles required for this grasp, we practiced dabbing spots onto construction paper that resembled corn.
Using Legos, the letters F-A-L-L, and our learning minds, we created the word “FALL”! In young children, gross motor skills are the first to develop, therefore creating a need to continually introduce your budding writer to an array of fine motor activities. These activities build a foundation for the later manipulating of various writing utensils.
Playing with Lego building blocks, cutting paper with scissors, and putting puzzles together all serve a developmental purpose. They not only promote coordination, but improve dexterity and hand control.
And not only that, when your children are moving, they are learning! In our classroom, we use games and other materials to relay prekindergarten concepts. These materials almost always consist of things that they are naturally interested in, so they do not realize they are learning!
Since our class is going through a Lego craze right now, we love to incorporate them into our developmental domains. By creating letters out of Legos, they are experiencing a range of important skills.
Children who are encouraged to write with a variety of utensils at an early age will later learn to execute their fine motor skills more easily, more effectively, and with greater confidence than children who do not have this encouragement.
Though the mastery of one’s fine motor skills take time, they can be practiced and developed throughout the course of one’s preschool experience. Occupational therapists agree that the tripod grasp is the preferred mode of writing in the latent preschool years and into middle childhood.
This grasp provides the most control of a pencil. To refine the muscles required for this grasp, we practiced dabbing spots onto a paper squash with pom poms and clothespins. Since we were learning about squash and other fall vegetables, this fit in perfectly with our theme!
Wild Turkeys live year-round in open forests with interspersed clearings in 49 states (excluding Alaska), parts of Mexico, and parts of southern Alberta, Ontario, Manitoba, and Saskatchewan, Canada.
Turkeys in northeastern North America use mature oak-hickory forests and humid forests of red oak, beech, cherry, and white ash.
They nest on the ground in dead leaves at the bases of trees, under brush piles or thick shrubbery, or occasionally in open hayfields.
To help us understand the world of the turkey, we created our very own turkey nests!
There are so many ways to strengthen pre-reading and pre-writing skills that have nothing to do with books or worksheets!
Young children can easily become frustrated with writing, because their gross motor skills are developing faster than their fine motor skills.
It is not until they turn five or six that they can truly master writing implements.
But… that doesn’t mean that they still can’t have fun with letters! In Miss Carrie’s class, we like to think outside of the box. For this activity your little ones were encouraged to read and write in a very special way.
Because our activities relate to a theme (in this case, Thanksgiving), we tend to keep them within certain parameters.
This particular week involved learning all about turkeys and the letter T. This was a two part activity. First, students were given play dough that they were told to roll into two separate rolls.
Then they connected each roll to form a T. Next, they placed feathers into the T. Lastly, they added feathers, googly eyes, and a pipe cleaner (for the beak) to create letter T turkeys!
Young children enjoy learning about how things work.
By participating in science activities, they are learning important critical thinking and observation skills.
These activities also promote their inherent sense of curiosity about the world.
For this activity we experimented with sinking and floating.
Using blocks and sails (toothpicks and paper), we recreated the Mayflower, and then placed them in water to observe whether they would sink or float.
It took a little time, but eventually everyone figured out how to balance their boats so that they would stay afloat!
Because sensory play is integral to our little ones’ cognitive development, we decided to make our very own cranberry relish!
We utilized potato mashers to crush the cranberries, added sugar, and then cooked them!
This activity encouraged sensory development, vocabulary, collaboration, and self-help skills!
The first house that Pilgrims built in America was called a Common House. It was used to store food and provisions.
During the first winter in America, it also served as a hospital. The construction of this building was simple. The Pilgrims first used logs and then sticks to make the walls.
Sand, clay, water and straw were then mixed together to cover the walls, and the roof was made of reeds and wild grasses.
Within a year after landing in America, the Pilgrims had built seven houses and four other buildings. For this activity, your little one created this exciting structure using a variety of materials.
They were then given some pilgrims they used to recreate the story of its construction.
Young children love to create stories and scenarios that apply recently acquired knowledge. Their imaginative brains are constantly conceiving plots and characters for even the simplest of things. This tendency for creative story building can be incorporated into any curriculum.
Using turkey basters, plastic bowls, a plastic turkey, and colored water, we practiced moving water from one container to another!
This activity incorporated several developmental tasks.
It enabled your little one to formulate ideas based on quantity and space.
It also helped your little one improve coordination.
Lastly, by transferring the liquid among the different compartments, your little one was given the opportunity to estimate how much should be poured into each compartment so that the amounts were equal.
This was a two part activity.
Following the transfer of water into another container, each student then saturated a plastic turkey with water!