Small Muscle Development Assessment and Analysis Guide

Manipulation/Manipulatives: Ability to manipulate with hand and fingers.

Watch for: dexterity; flexibility; precision and control; coordination; sensory perceptual integration; how child stacks, moves, and rotates objects; which fingers are used; fluid finger movements (no false starts, no using chest or table to aid in manipulation, one finger or group of fingers not sticking out in an awkward manner); preference for right or left hand (one hand will be more coordinated).

Most children:

• Place simple geometric shapes in puzzle; string large beads; turn pages of book; work 4-piece puzzle; use pegboard with large pegs; stack small wooden blocks; do a fingerplay (fingers not independent); roll, squeeze, and pound modeling clay. (2–3 yrs.)
• Can string small wooden beads; work a 5-piece puzzle; use pegboard with small pegs; use fingers more independently; make balls and use tools with modeling clay (use cookie cutter).
• Can work a 12-piece puzzle; build complex structures with small blocks; braid; use fingers independently in fingerplays; attempt a pinch pot, coil pot, or “sculpture.”
• Can build complex structures with small interlocking blocks; make a pinch, coil pot, or sculpture.
• Can swing a hammer accurately; sew and knit. (7–8 yrs.)

Self-Help Skills: Ability to eat, dress, and take care of self.

Watch for: grasp of eating utensil; eating without dropping or getting food all over clothes/face; size of buttons, how many fingers used, ability to button/unbutton; zipping/unzipping.

Most children:

• Can eat with spoon; hold cup in one hand; put on a coat (unassisted); unbutton clothes. (2–3 yrs.)
• Can eat correctly with fork; button and unbutton clothes; zip zippers haltingly; put coat on hanger.
• Can button/unbutton clothes; zip zippers; eat with knife and fork; dress/undress; comb and brush hair; tie shoelaces. (5–6 yrs.)

Scissors, Paste, and Glue: Ability to use scissors, paste, and glue.

Watch for: dexterity; precision and control; coordination; sensory perceptual integration; thumbs-up grasp of scissors; thumbs-up grasp of paper; scissors held straight as cut is made, no twisting or tearing of paper, straight not jagged edges, hand holding paper moves along as other hand cuts; control of amount of paste (no excessive globs); use of fingers or stick to spread paste.

Most children:

• Snip paper easily (cuts at edge of paper); scissors and paper held incorrectly; use large globs of paste or glue with little control. (2–3 yrs.)
• Make one full cut with scissors (cuts one length of scissors); hand position may be incorrect; make two full cuts (two lengths of scissors); have trouble cutting on straight line; use globs of paste or glue but have more control; use index finger to apply paste.
• Cut on a straight line and a corner (90-degree angle) moving paper hand forward; use correct hand position; keep paste and glue in right spot and use reasonable amount.
• Can cut on a curve; cut out simple geometric figure; cut interior angles (inside angle less than 90 degrees); cut out obtuse and acute angles; cut out a complex figure from a magazine; use scissors and paste/glue to make designs. (5–6 yrs.)

Use of Writing Instruments: Ability to hold and use pencils, pens, crayons, markers, and paint brushes.

Watch for: dexterity; precision and control; coordination; sensory perceptual integration; grasp of instrument (whole hand or three-point finger grasp); grasp should be firm (should not be too tight or too loose); position of hand on instrument (should not be too close to the eraser/top of pencil/pen or too close to point/paper); type of marks (stabs at paper, fluid scribbles, or careful formation of lines, such as in letters or a figure with a stopping and starting place); child drawings (human face, stick figures, features placed correctly, detail in features, and addition of scenery, such as houses, animals, trees, grass, and the sky); proportionate size of figures in drawing (house should be bigger than child); repeated features in scribbles (do scribbles look random or like attempts at writing?).

Most children:

• Grasp writing implements with whole hand or fist; jab at paper; make scribbles with movement of whole arm; copy vertical and horizontal lines. (2–3 yrs.)
• Try a three-point grasp but position on instrument inconsistent; copy a cross and a circle; scribble with spots of intense color; use horizontal and vertical lines, crosses, and circles in pictures.
• Use correct hand grasp but position on instrument still inconsistent; copy a square and some letters (from first and last name); draw suns; draw human figures, a head with facial features (placement of eye, nose, mouth may not be correct); draw human figures with stick arms and legs and facial parts in correct place; scribble with repeated features and on a horizontal line (looks like writing); scribble leaving space between “words.”
• Can form written letters (many inverted or mirror images); color between lines; draw buildings, cars, and boats (proportions incorrect—people are larger than the buildings); trees and flowers; draw with correct proportions; incorporate letters into scribbling; write letters of first name (may not write letters in a line); write letters of last name (may not write letters in a line); draw rectangle, circle, and square.
• Hold pencil with fingertips; draw triangles; follow simple mazes; copy most letters (some still inverted); form words with letters (words may run together; words may begin on one line and end on another); write upper- and lowercase letters and numbers 1–10.
• Can space words when writing; print accurately and neatly; copy a diamond correctly; begin to use cursive writing. (7–8 yrs).