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    Developing Coordinated Hand Use Hand Dominance

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    Damayanti Thapa
    This document discusses the development of hand dominance and coordination in children. It notes that most children develop hand dominance between ages 3-5, which allows one hand to stabilize while the other performs tasks like writing or using scissors. It encourages activities that have children use one hand to stabilize objects while the other performs actions, like opening jars, cutting with scissors, or mixing ingredients. It also discusses the importance of bilateral arm coordination and activities that use both hands together or separately, like throwing and catching balls, playing instruments, or completing art projects. Finally, it mentions the importance of activities that cross the body's midline, like drawing across a page or throwing to the opposite side of the body.

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    Developing Coordinated Hand Use Hand Dominance

    Uploaded by

    Damayanti Thapa
    33 views2 pages
    This document discusses the development of hand dominance and coordination in children. It notes that most children develop hand dominance between ages 3-5, which allows one hand to stabilize while the other performs tasks like writing or using scissors. It encourages activities that have children use one hand to stabilize objects while the other performs actions, like opening jars, cutting with scissors, or mixing ingredients. It also discusses the importance of bilateral arm coordination and activities that use both hands together or separately, like throwing and catching balls, playing instruments, or completing art projects. Finally, it mentions the importance of activities that cross the body's midline, like drawing across a page or throwing to the opposite side of the body.

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    This document discusses the development of hand dominance and coordination in children. It notes that most children develop hand dominance between ages 3-5, which allows one hand to stabilize while the other performs tasks like writing or using scissors. It encourages activities that have children use one hand to stabilize objects while the other performs actions, like opening jars, cutting with scissors, or mixing ingredients. It also discusses the importance of bilateral arm coordination and activities that use both hands together or separately, like throwing and catching balls, playing instruments, or completing art projects. Finally, it mentions the importance of activities that cross the body's midline, like drawing across a page or throwing to the opposite side of the body.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    33 views2 pages

    Developing Coordinated Hand Use Hand Dominance

    Uploaded by

    Damayanti Thapa
    This document discusses the development of hand dominance and coordination in children. It notes that most children develop hand dominance between ages 3-5, which allows one hand to stabilize while the other performs tasks like writing or using scissors. It encourages activities that have children use one hand to stabilize objects while the other performs actions, like opening jars, cutting with scissors, or mixing ingredients. It also discusses the importance of bilateral arm coordination and activities that use both hands together or separately, like throwing and catching balls, playing instruments, or completing art projects. Finally, it mentions the importance of activities that cross the body's midline, like drawing across a page or throwing to the opposite side of the body.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Developing Coordinated Hand Use

    Hand Dominance
    Children develop hand dominance at around 3 – 5 years (but sometimes later). Having
    hand dominance allows one hand to become the stabiliser and one to be active, which
    is required to complete many tasks e.g. handwriting or using scissors. To work out
    which hand is dominant ask them to pick up a pencil (from the middle of a desk), ask
    them to open a jar or ask which hand they brush their teeth with.

    • Encourage the child to use one hand as the stabiliser and the other and the lead hand (e.g. left hand
    is the stabiliser if they’re right handed).
    • Opening jars and containers, remind your child to hold the jar/container very still with one hand whilst
    turning with the other hand.
    • Use stencils or rubbings, which the child has to hold very still with one hand.
    • When using scissors encourage your child to rotate the paper with one hand whilst cutting with the
    other hand.
    • Tasks that involve mixing (e.g. paint and glue or cooking) so the child has to use one hand to stabilise
    bowl and the other to mix/beat.
    • Musical activities – e.g. hold a drum with one hand and beating with the other.
    • Collecting items (e.g. pencils, brushes) from around the classroom – hold the pot in one hand and
    pick up with the other.
    • Threading beads – hold the string with one hand and pick up and thread the beads with the other.

    Two Handed Activities


    Bilateral arm and hand use is simply the ability to use the arms and hands together in
    an effective manner to accomplish an activity. This coordination between the right and
    left side of the body is the basis for all coordinated movement. This develops
    throughout childhood progressing to well controlled manipulation of objects, with each
    hand performing a different part of the task at the same time.

    Symmetrical (both hands doing the same job)


    • Using a cardboard tube or a stick with both hands bounce a balloon or push a big ball around the
    room. – have a race with two or more children
    • Knead dough and use a rolling pin to roll it out to make biscuits. Do the same with playdough or
    plasticine to make pretend biscuits or cakes.
    • Throw and catch a large ball or bounce and catch against a wall (using a larger ball makes it
    imperative to use both hands)
    • Play with cymbals or simply invent your own instruments and bang two pan lids together or use two
    wooden spoons to drum on a washing up bowl or a pan

    Asymmetrical (using a lead or dominant hand and a stabilising hand)


    • Play with wind up toys
    • Store toys in containers that require two hands to open ( you may need to loosen lids first to make it
    achievable without creating too much frustration)
    • Thread beads, buttons, cotton reels, pasta to make a necklace or garland
    • Pour water sand from one container to another
    • Construction toys Duplo, Lego etc
    • All art and craft type tasks i.e. cutting, sticking, gluing
    • Make ‘junk models’ using old packets and cereal boxes etc to make a car, house or whatever you
    want!
    • Mix ingredients in a bowl to make cakes or biscuits

    Children's OT Developing coordinated hand use December 2011.doc Page 1 of 2


    Crossing the midline
    Children need to be able to use their arms (and legs) and eyes across their
    body (midline) e.g. to write across the page, read or use cutlery. The midline is
    an imaginary line drawn vertically diving the body into two equal parts.

    At the table
    • Encourage your child to use the same hand when drawing across the page / board rather than
    swapping hands (e.g. hold the other one behind their back).
    • Position equipment / objects so your child has to cross the midline when reaching.
    • Encourage the child to sit straight and not twist when drawing.
    • On a board or easel or large pieces of paper tacked to the wall, stand in one place and draw right
    to left across the paper in large strokes eg. Matching pictures or drawing a road.
    • Diagonally do the same thing drawing lines joining kite strings to hands.
    • These could include matching games in maths or reading.
    • Large dot to dots on the wall (keep the pencil in one hand and get your child to stand still) so they
    have to cross their midline.

    Movement Activities
    • Touching hands on knees on the same side of the body and then on the opposite knee as quickly as
    possible.
    • Throwing diagonally e.g. with the right hand to hit a target on the left.
    • Stepping-stones – walk across the room on steeping stones (made out of paper or mats) placed so
    the child has to cross their legs.
    Adapted with kind permission from Northumberland PCT Children’s Occupational Therapy Service

    Children's OT Developing coordinated hand use December 2011.doc Page 2 of 2

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