Telethon Speech & Hearing - Let's talk about it

Sentence Structure Syntax is the way words are ordered to give
the intended meaning. This is a crucial
Once your child has developed consideration, as the meaning of a sentence
a vocabulary, they then need can be changed if the words are not in the
to learn how to put the words correct order. Example: “I can run fast”
together to make meaningful changes to “Can I run fast?”
and effective sentences.
Grammar is ensuring the correct words
Making sentences requires three are used, including any word endings, such
components: words, syntax and grammar. as -ed (becomes past tense), -ing and -s
(becomes plural).

The development of grammar

1-2 12 – 24 months 3-4 36 – 48 months

• Puts two words together • Uses a lot of sentences that
“more cookie”, “no juice”, have 4 or more words
“mummy book”
• Uses possessive ‘s’ –
2-3 24 – 36 months “Mummy’s big balloon popped”

• Uses 2 or 3 words to talk • Uses articles ‘a’ and ‘the’
about and ask for things “I see a kitty”
“Want more milk” “I throw the ball to daddy”
“Daddy throw ball”
4-5 4 – 5 years
• Uses –ing “Mummy driving”
• Uses plurals –s “cats”, • Uses sentences that give

“dogs”, “balls” lots of detail (“The biggest
• Uses past tense –ed
peach is mine”)
“kicked”, “jumped”
• Uses the same grammar as

the rest of the family

(Clark and Ireland, 1994)

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Strategy 1: Expose your child to • Ask leading questions – Asking a question
written texts daily in a way that requires more than a yes/
no response from your child requires your
• Read about different topics – Different child to think about how they are going
topics will show your child a range of to respond.
sentence types from easy to read fiction to
the technical speak of a resource book. Strategy 3: Understanding different
word endings
• Read WITH your child – Get your child
to point to the words or read them with A child who understands how to change
you, which means the brain is taking in words into the past tense (-ed), to its plural
information from the eyes (reading), ears form (-s) or adding (-ing) will have a better
(listening to either their or your voice) and ability to understand and be understood. For
mouth (speaking the words). all the of these suffixes, the key points are

Strategy 2: Appropriate levels of talk • Model the word in everyday conversations
• Repeat the correctly used word
• Speak to (or just above) your child’s level • Acknowledge and praise your child
– Start with simple words and language
use, then use more complex words, longer when they try to use these word endings
sentences etc. as your child’s language in their speech
abilities develop. Example: Child says-
’cup’, you say ‘a cup’ - child says ‘a cup’,
you say ‘a blue cup’ etc.

• Introduce new information and ideas –
If your child says ‘dirty hands’, respond
with ‘The jam has made your hands
messy.’ This offers more information and
demonstrates a new word in using messy
instead of dirty.

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Read about different topics – different topics
will show your child a range of sentence types
from easy to read fiction to the technical speak
of a resource book

Activity Guide: Word endings (suffixes) Plurals (-s) are how we talk about more than
one thing and this is a skill typically in use by
Past tense (-ed) – Is used when we talk about around 3 years of age.
things that have already happened. Children
typically use -ed to talk about what they have • Garden helper – Get your child to help
done at around 2 years of age. you in the garden where there’s plenty of
opportunity to look at singular and plural.
• Daily round-up – At the end of each day, Examples could include
spend some time talking with your child
about their day. Family dinner time is a - “This plant is yellow, but these plants
great chance for the child to talk about (pointing to several) are green. There’s
their day, and hear other family members only one yellow one, can you point to it.
use past tense to talk about their days. There’s lots of green plants, can you see
Example: (brother) “At school today, I them all.”
jumped high during sport.” (Child) “I jump
too.” (Adult) “That’s right you did, you - “Mum, bug.” “There are lots of bugs, can
jumped in the morning.” you see lots of bugs?”

• It’s clean up time – Get your child to help
you sort his toys when it is time to put
them away. “I need a truck for this shelf,
which truck goes here?” “This shelf needs
two trucks, can you find me two trucks?”

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Narrative Developing the ability to recall and retell is a
progression, as seen below.
A narrative is an account or telling of a
series of connected events. It is the next Stage 1: Simple retells
stage from being able to form sentences
and is about putting sentences together in • This is a simplistic list of activities needed
a way that is logical, sequential and able to to complete a basic task. Example: “I got
be followed by the listener/reader. Putting my bike. I put my helmet on. I rode.”
sentences together in a story is harder than
conversation, as the speaker is responsible Stage 2: More detailed retells
for keeping it going – the listener does not
have direct input into keeping the story going. • This level still shows a simple sequence,
but incudes more of the detail.
News Telling Example: “I wanted to ride. I went and got
my bike. I had to get my helmet out of the
Being able to recount events or tell news cupboard. I put it on my head. Then I rode.”
is critical to a child’s development. It is
how your child will tell you if something
has happened at school, share their day’s
activities or simply have the connection of
sharing their experiences with their peers.

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Stage 3: Multi-dimensional news telling Activity Guide: Event sequencing

Usually by the age of 5 years-old children are A child who struggles to remember the events
learning to recall and retell information in the or the order they go in may benefit from
following three areas. picture cues to guide their news telling.

• Show and Tell (object-based) – This is • Photo book – A series of photos from the
being able to talk about a specific object event bound in the correct order are an
(what the object is, what it is made from, excellent prompt. The photos jog your
what are its different parts, where they got child’s memory of what happened and the
it or what they do with it.) Example: “This binding guides the child through the events
is my bike. It is red and it goes fast. It has a in the right order.
bell. I keep it in the garage. I have to wear
my helmet when I ride it.” • Cut, glue and remember – A series of
pictures cut out from a magazine (related
• Simple recall and retell using joining words to the events of the activity your child is
(first, next, then, because) – Example: speaking of) and glued down in order is
“Today I rode my bike. First I got my bike. another excellent prompt.
Next I put my helmet on my head and then
I rode to the park. I like riding my bike
because I have fun.”

• Event-based news – This includes specifics
of when, what, how, where, why, who, their
feelings and their thoughts. It is usually
about special events such as parties,
holidays, what you did on the weekend etc.

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Stories Activity Guide: Retelling stories

Being able to tell logical and sequential After reading a story, discuss the following
stories is an important step in your child’s with your child
literacy development. Stories involve more
complex use of language than conversations, • When, who, what and where did the story
and are a stepping stone between the less take place
complex task of conversation and the more
complex task of writing. • What key characters might be thinking
or feeling
A good understanding of story structure also
helps children learn to predict what may • Detail the three or four key events
come next when they are reading. This skill in the story
helps them to read fluently and aids with
their understanding of what is being read. • What problems did the characters face
• How did the story end
By 6 years of age children should be able to • What the character might have felt
retell a story containing an introduction and
a problem, demonstrate an understanding or thought at the end of the story
of the characters feelings or thoughts, (predictive skills)
sequence three events and an ending to the
story. You can help your child by modelling
this structure in discussions together after
you have read a story together.

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Speech Sounds

Speech sounds are the physical vocal Speech Sound Development
sounds produced that can be combined
to form spoken words. It is important to remember that learning
sounds does not happen overnight. Your child
The way the sounds are formed is through will make plenty of mistakes; it’s just part
the interplay between our lips, tongue, teeth, of the learning process. Information from
palate, voice box and breath, with slight Speech Pathology Australia (The Sounds of
differences in the way these elements move Speech, 2013) indicates your child may
in relation to each other combining to form
the different sounds. • Replace a difficult sound for one that is
easier, “tat” for cat or “wun” for run
Speech sounds are concerned with how a
vocalisation sounds – not with the spelling of • Leave out sounds at the beginning or ends
the word. For example, ‘fff’ is the beginning of words,”ca” for cat
sound in phone and phonic – as it is with
fun and full. These speech sounds are also • Leave out a syllable or part of the
primarily concerned with consonants. word,”efant” for elephant

• Say one sound instead of two sounds when
two consonant sounds are together, “pane”
for plane or “bin” for spin

Your Speech Pathologist will have determined
which sound(s) your child should be working
on and in what order. Given the huge
variations in speech sound skills and support
needs, speech sounds will generally be
worked on during individual therapy sessions.

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Around 75% of children are able to use the Strategy 1: Good modelling
main consonant sounds at the ages stated in
the table below. • Speak clearly, slowly and with good
intonation – This will make it easier for
Age Sounds your child to hear how speech sounds
should sound. Also, put extra emphasis on
3 h, j, w, ng, m, n, p, b, t, d, k, the sound to make it more obvious.
g – y as in you
• Demonstrate the use of correct speech
3.5 f sounds – Rather than correcting your child
4 l, sh, ch or telling them they got it wrong, show your
4.5 j, s, z, l-blends (bl, pl, kl), s child the correct way to say the sound in
your response. Hearing the correct sound-
(no lisp) use will help your child. Example: “Look,
there’s a tat.” Parent – “Yes, I can see
s-blends (sp, sm, sn, st, sl, the cat”.
sk, sw)
5
6 r
8
v
(Bowen 1998, p.5)
th (this), r-blends (br, kr, tr,
pr, dr)

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Strategy 2: Effective feedback Strategy 3: Slow it down

• Provide constructive advice – This means • Slow their rate of speech – Rushing
letting your child know either when they’ve speech can mean words are ‘blurted out’
demonstrated good use of a speech sound, in a jumble rather than paying attention
or what needs to be changed to get it to forming the words correctly. Ask your
right. This feedback should always be child to slow down and give their brain a
positive, simple and to the point. Example: chance to think about the words before
“Speak up please” should never be “Don’t’ they come out.
speak so quietly” (negative) or “If you
don’t speak up more loudly I am not going • Imitation – It can often be helpful to work
to able to understand you” (too long- on a sound on its own. Practise the sound
winded, complicated). with your child by over annunciating the
sound and exaggerating how you move your
• Celebrate the wins – Your child will lips and tongue. Have them watch your
remember the praise they receive when face/lips/tongue, then use a mirror to help
they use a sound or word correctly. It is your child see how their face/lips/tongue
all too easy to pick up on mistakes and are moving.
forget to say positive things about the clear
talking your child can do. Effective praise
makes a child feel good about themselves
and lets them know exactly what it was
they ‘got right’. Example: “That was good
speaking up, well done”.

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Speech sounds are the physical vocal
sounds produced that can be combined
to form spoken words

Here is a list of some sounds and how we make them (Clarke & Ireland 1994, p.40-41).

m This sound is made with your lips together and you will feel vibrations in the side
of your nose. Put your lips together and hum.

p This sound is made by putting your lips together and quickly opening them.
You can feel an explosion of air on your hand.

b This sound is made the same way as ‘p’ but is a loud sound. Put your lips
together and quickly open them with a loud sound.

n This sound is made by putting the tip of your tongue behind your top teeth. You
can feel vibrations on the side of your nose.

w This sound is made with the lips pushed forward. Put your lips forward as if you
are about to give someone a kiss.

t This sound is made by putting the tip of your tongue behind your top teeth and
dropping it down quickly.

h This sound is made by pushing air out the front of your open mouth. Open your
mouth and puff air on to the back of your hand.

d This sound is made by putting the tip of your tongue behind your top teeth and
dropping it down quickly. It is made the same way as ‘t’ and is a loud sound. Put
the tip of your tongue up behind your top teeth and make a loud sound as you
drop your tongue down.

k This sound is made at the back of the mouth. The back of your tongue goes up
towards the back of your palate. Open your mouth and pretend to cough. If you
lie down on your back your tongue will drop back.

g This sound is made with the tongue in the same position as ‘k’ but is a loud sound.
y Spread your lips out in a smile and put the tip of your tongue down behind your

bottom teeth.
l This sound is made with your tongue tip up behind your top teeth. It can be made

as a long sound. Put the tip of your tongue up behind your top teeth.
f This sound is made with your top teeth gently placed on your top lip. Put your top

teeth gently on your bottom lip and gently blow.

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v This sound is made with your top teeth gently placed on your top lip. Put your
top teeth gently on your bottom lip and gently blow. This sound is made the same
way as ‘f’ but it is a loud sound.

s This sound is also made with your tongue tip up behind your top teeth. Put your
top and bottom teeth close together, spread your lips into a smile and put the tip
of your tongue behind your top teeth.

z This sound is also made with your tongue tip up behind your top teeth. Put your
top and bottom teeth close together, spread your lips into a smile and put the tip
of your tongue behind your top teeth. This sound is made the same way as ‘s’ but
it is a loud sound.

ch Put your teeth together, put the tip of your tongue behind your top teeth and let
the sound explode. Feel the air puff out on your hand.

sh Put your teeth together, put the tip of your tongue behind your top teeth, round
your lips and gently blow the air out.

r Curl your tongue up inside your mouth. The tongue tip is near the middle of the
top of the mouth.

th This sound is made with your tongue tip slightly poked between your lips Poke
your tongue out between your teeth and blow. This is ‘th’ as in ‘thing.’ ‘th’ as in
‘this’ is made the same way but is a loud sound.

REMEMBER! If you are concerned about
your child’s speech, it is best to go and see
a Speech Pathologist. They will determine
the sounds and speech patterns your
child has and the best approach to use for
working on their speech.

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Play and Social Skills

Learning to play is one of the most Play is also a great time to work on your
essential skills a child can have. child’s communication skills without them
even knowing they are ‘being taught’ – it’s just
Through play, children learn how things work, having fun with mum and dad. Follow your
how to share and talk with other children, how child’s lead and join in the fun – not only are
to play with toys and how to enter a world of you helping their development, but playing
make-believe. Play also has a flow-on effect together is one of the best ways to bond with
to other areas of your child’s development, your child.
including their confidence, self-esteem and
ability to enjoy the experience of being a child.

How play grows 4 4 years
• Enjoys make-believe play
1 12 months • Begins planning games
• Enjoys social games like with others
‘peek-a-boo’
5 5 years
18 months • Chooses their own friends and
play mates
• Enjoys playing with toys that • Enjoys long imaginary games
make a noise • Enjoys games with rules such as
board and card games
• Enjoys a variety of toys such as
peg puzzles, blocks, cars, books, 6 6 years
stuffed animals and dolls • Enjoys playing with a variety of
children in different settings
• Enjoys simple pretend play, such
as ‘talking’ on the phone

2 24 months
• Enjoys a favourite toy
• Enjoys pretend play such as
feeding a doll or soft toy

3 3 years
• Enjoys playing more with other
children and sharing things
• Enjoys imaginative play such as
dressing up as another person
or character
• Enjoys role playing activities
they see other people doing such
as cooking dinner, doing the
washing etc.

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Play and Language Development Strategy 2: Strategic thinking

Play is a great way to enrich the language These areas of play are the ones that require
environment in your home. With play comes a little more thought.
the imagination that takes a child beyond the
experience of everyday routine. Without it, the • Puzzles – A great way to increase your
language environment at home would focus child’s word base is by naming the items
on what is for dinner or the steps it takes to on puzzle pieces. They are also a fun way
get dressed. Here are some ways you can to help your child understand some of
help your child get more language learning the basic concepts as they put the pieces
out of their play. ‘in’ and ‘out’ and think about shape,
colour and size.
Strategy 1: The toys are alive!
• Board games – These are a great tool for
Whether it’s a teddy bears’ picnic or an army helping a child understand turn-taking
of animals taking over the world, the play and the need to stay focussed on the
options with toys are limited only by your activity at-hand.
child’s imagination.
• Hide and seek – This game is great for
• Join in – Children love it when mum or helping children understand basic concepts
dad get down to their level and join in. such as location and size. As you’re
Talk to your child about what the toys are searching, talk about what you’re doing
doing, what clothes Dolly should choose and over-dramatise the related action.
or help your child to ‘give the toys a voice’ Example: “Ian is not on the chair” (make a
when playing. show of checking the surface of the chair).
“Oh look, he is behind the chair” or “Oh no,
• Observe and comment – Watch your child too big to fit in this space.”
as he/she plays and make comments. It’s
a great chance to introduce new words.
Example: “Wow, Dolly looks pretty, did you
make her look beautiful?”

• Let your child lead – Remember that it’s your
child’s game. Don’t take over. The language
opportunities are there without you having
to take charge. And sometimes, a child just
wants to play by themselves. In those times,
let it be and try again another time.

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With play comes the imagination that takes a child
beyond the experience of everyday routine

Strategy 3: What can my body do? parts and functions. Pretending to be
different animals can help with animals
These can be more active games or playing in names/noises and concepts such as ‘I’ and
a way that helps your child become aware of ‘you’. Example: “What am I, I am a horse.
different sensations. What are you, you are a sheep”.

• A textile table – Lay out a range of different Strategy 5: The world is a playground
objects and get your child to tell you about
how they look and feel. (For younger Outdoor activities can help children to learn
children you’ll need to demonstrate first, about the physical world around them.
i.e. run your hands over a smooth pebble,
say it’s smooth then get your child to • Nature treasure hunt – The language
run their hands over the pebble to get an benefits of a treasure hunt are massive
understanding of what smooth feels like). and, depending on how you organise the
game, can include learning about
• Simon says – This old-favourite is a - Following instructions, “Can you get me a
language gold-mine and can be used to leaf, a flower and then come back to me”
learn everything from body parts and object - Increased word-base, Include a new
names to a range of different pronouns object for them to find, then talk about it
and adjectives, to following sequencing in - Basic concepts, “Can you get me a big
instructions (by listing two things to do). leaf and a little leaf”
Examples: “Simon says touch your head, - Actions (try adding jumping, skipping,
touch the blue chair, touch the big teddy, hopping etc. to the instruction),
touch my feet” etc. “Jump to get a leaf ... well done you
jumped all the way”
Strategy 4: Let’s make-believe

• I am not me – Leaving the toys behind
and ‘becoming’ someone else is a great
way to model new words. Dressing up can
help, but good old-fashioned imagination
is just as good. Visiting underwater worlds
or taking a rocket to space are great ways
to talk about new places. Becoming a
doctor is a great way to talk about body

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Social Skills Pragmatics

Social skills shape your child’s ability It is no wonder that children struggle with
to participate in community life and what they can and can’t say in social settings.
find enjoyment in situations outside of There are so many rules about how we use
the family unit. language and it seems that every setting and
audience has a different set of rules.
They help your child participate in the
classroom, behave and speak appropriately Strategy 1: Understanding language use
in different situations, and express their
wants and needs to the outside world. The way we use language in social settings
Ultimately, social skills are one of the can set the tone for how we are perceived
most important factors in determining and therefore responded to. For example,
the level of independence your child may language and tone that ‘requests’ will be
achieve in adulthood. far better received than one that ‘demands’.
Similarly, a friendly greeting would be much
Children need to feel safe if they are going to better than a mumbled “what do you want?”
be socially successful in any given situation,
so the best thing you can do for your child • Model ‘scripts’ of appropriate language
is to prepare them for what’s ahead. The use – While you can’t ‘script’ every
development of good social skills typically situation your child may face, you can
focuses on understanding the rules of encourage some basics that would serve
social language (pragmatics), confidence/ them well in social settings. Modelling
self-esteem, actions and problem solving/ appropriate greetings, requesting instead
conflict resolution. of demanding and respect for the people
we talk to will provide a good foundation
for your child’s social skills development.

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Strategy 2: Understanding your audience Strategy 3: Following rules

This involves having an awareness of what There are a range of conversation skills
other people need from you in social settings that guide us when talking with others.
and being able to change your language They include
according to the setting.
• Greetings and conversation starters
• Speaking differently to an adult than a • Taking turns, not interrupting and being an
peer – Help your child understand that they
need to speak to their teachers differently attentive listener
than they speak to their siblings. At home, • Reading non-verbal cues (including
ask your child to repeat a spoken sentence
in a way that would be suitable for the emotions of the other person)
classroom. Example: “Now imagine your • Making relevant comments and asking
sister is a teacher at school, how would
you say that to a teacher”. You could even appropriate questions
have them practise raising their hand • Being aware of the situation and who we
before they speak.
are talking to
• Giving your listener all the information – • Staying on topic
Sometimes a little background information • Rephrasing when misunderstood
is needed. Example: Walking up and saying
“That’s not fair” doesn’t tell the listener a
lot. A better sentence is “That boy stole my
ball and he isn’t going to give it back”.

• Using inside vs outside voice (or overcoming
quiet as a mouse syndrome) – These are
easy to work on at home, yet helping your
child understand the difference could
prevent the public embarrassment of being
told off in class, or the isolation of not being
heard in the playground.

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Confidence and Self-Esteem Strategy 2: Encourage and motivate
• Specific praise – Whenever your child
While having the ability to engage in social
situations has the benefit of boosting a makes an attempt at good social
child’s confidence and self-esteem, these interaction, let them know how well they
elements are actually needed to be able to have done. It is amazing how a bit of praise
engage in the social situation in the first will do wonders for confidence. Example:
place. Strategies to help your child build their “That was really great turn-taking” or
confidence and self-esteem include “Wow, you’re so brave asking that little boy
to play with you”.
Strategy 1: Start small • Lead by example – If your child is hanging
back in a social setting, don’t be afraid to
New social situations can be scary, so it get in there and show them that it’s fine.
can help if you prepare your child instead of Take them with you as you engage with a
‘throwing them in the deep end’. This will new group of people or go down the slide
help build their confidence incrementally at a that has them daunted.
rate that is comfortable for your child. • On the spot mentor – A child may back
away from a social situation by themselves;
• Let your child observe – If you are trying to however having a ‘champion’ to support
get your child involved in a new sport, then them can be a huge confidence boost.
spend some time watching it and talking This could be just asking an older sibling to
about what your child saw and thought. help out.

• Small scale social gatherings – Organise REMEMBER! Never push your child too
regular smaller scale events, such as trips much, or you could inadvertently end up
to the park with your child’s siblings and having a negative effect on their confidence.
cousins. It’s less daunting to be around 5 or
6 family members, but is still a chance to
practise their social skills.

• Practise small pieces of activities at a time
– If your child is starting a new activity,
let them practise elements of the activity
one-step at a time, therefore building
the confidence in their ability to do the
activity incrementally.

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Actions Problem Solving

To use a few clichés, actions really do speak Problem solving is the ability to overcome
louder than words. Sometimes you just need obstacles, either in your own activities or with
to put your money where your mouth is and others. The key to problem solving is being
show your child that it’s just not that scary. able to recognise and analyse the issue and
come up with an effective solution. This ability is
• A child who wants to go on the monkey crucial for children, especially in social settings
bars but is too scared will be in emotional where conflicts during play are bound to happen.
turmoil. However mum or dad’s help will Knowing how to deal with potential issues before
make a world of difference – and if that they become huge problems will pave the way
means you need to ‘get your monkey on’ to for more effective participation in society.
show him it’s fun, then so be it!
Strategy 1: Shrug it off
• Non-verbal signals – Having the right
presence when talking with someone is Teaching your child not to sweat the small
crucial in the area of social relations. This stuff is a good first step. Many children
means knowing how close to stand to get worked up over the smallest of things,
someone, how to use facial expressions effectively creating conflict in their angst.
and making eye contact. It can be as simple
as asking your child to look at you while • In their own activities – This means if your
they are talking or asking them to come child has got a green ball but wanted a red
closer / step back to model ‘conversation one, having the ability to say “That’s ok, it’s
distance’. still a fun ball to play with”. Whenever there
is an instance at home that’s really not that
important, teach your child to see the positive
rather than focussing on the negative.

• In social settings – This is the ability to
‘pick your battles’. If another child sticks
their tongue out at your child, it’s actually
not that big of a deal. This is a fairly easy
one to model if your child has siblings.
Example: “Did Peter stick his tongue out at
you? That wasn’t nice, but let’s go play with
the dog instead”.

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Strategy 2: Relax and persevere Strategy 3: Sometimes conflict happens

• In their own activities – Children often Sometimes, relaxing or walking away are just
become frustrated when things aren’t not going to help, in which case it’s time to
going their way. When you see this happen move onto more ‘active’ conflict resolution.
(i.e. when that pesky puzzle piece just Marian Marion (2003, p. 56) suggested six
won’t go in), tell your child to stop, take steps for teaching conflict resolution, which if
three deep breaths and try again. modelled at home will give your child a good
skill-base to better manage conflict.
• In social settings – If you see you child
getting antsy with a situation at the park, • Step 1 - Identify and define the conflict
get them to come to you and take a few
long relaxing breaths. • Step 2 - Invite children to participate in
solving the problem

• Step 3 - Work together to generate possible
solutions

• Step 4 - Examine each idea for how well it
might work

• Step 5 - Help children with plans to
implement the solution

• Step 6 - Follow up to evaluate how well the
solution worked

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Activity Guide: Introducing your child to Activity Guide: Fostering your child’s
new social situations ‘social being’

• Approaching new people/groups – When • Plenty of opportunity – Give your child
at the park, encourage (or go with) your the chance to practise their playing skills
child to ask other children if your child can with other children. Organise play dates,
play too. This will build their confidence go to the park or have picnics with your
to join in and gives you a chance to extended family.
model appropriate language, how to get
someone’s attention, how far to stand • Equipped to play – Teach your child
away from someone when speaking games they can play with other children.
and the importance of body language/ In the early stages this may mean
facial expressions. guiding children in the rules of the game
and appropriate game-behaviours.
• Use short example stories – These are Progressively you may be able to draw back
short image-based stories which show and let your child take the lead.
the sequence of what your child might
expect to happen in a particular social • Be ‘on-trend’ – Be aware of what the
setting. This tool is not about introducing children in your child’s class are interested
new skills, but more about helping them in and help your child build this awareness.
sequence and use the skills they have. Example: If all the boys are talking about
soccer, organise a social kick-around on
the oval one day after school.

• Organised sport/activities – Being involved
in organised activities is a great way of
fostering a sense of participation and
inclusion. Just remember to introduce your
child at a rate suitable to their own level of
social and self-development.

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Literacy

Literacy is widely recognised as being Everything we have spoken of so far forms part
one of the key antecedents to being a of the skill-set needed for literacy success,
successful learner. including vocabulary, sentence structure,
narrative skills and comprehension. However
It involves being able to understand meaning, literacy also requires a child to develop a
express thoughts and emotions, present ideas knowledge of words, parts of words and
and opinions, and relate with others in both sounds (phonological awareness), letter
the spoken and written modes. sounds, the alphabet and high frequency
words (previously called sight words).

How literacy grows

By 3 years of age children will usually Between 5 and 6 children will usually

• Start to notice printed words on signs • Understand the letters of the alphabet
such as ‘stop’ and use them accurately

• Look at books from front to back • Sound out words

• Look at sentences in familiar books from • Learn early phonics concepts
left to right e.g. th, sh, ch

Between 3 and 5 children will usually By the end of year 2 at school children
will usually
• Notice rhyming words
• Produce rhymes • Become fluent readers
• Clap syllables in words • Use vowel digraphs e.g. ou, oa, ow, ir
• Notice that some words sound the same
By the end of year 3 at school children
Between 4 and 5 children will usually will usually

• Begin to hear the sounds at the beginning • Read and write at length and with
of words relative ease

• Begin to understand that sounds can be • Read more independently and silent
represented by letters reading is expected

Based on information from PLD Literacy.org (full details in References page)

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Children with speech and language • Manage the flow of information –
delays may struggle with literacy, as their Make sure you keep a slow pace and work
foundational speech and language skills on a single task at a time (multi-tasking
are still developing. Aside from working on is great for mums but may be too much
the speech and language skills discussed input for your child to effectively process
previously in this book, parents can also what is happening). This includes what’s
happening in the background that may
• Help your child feel comfortable around divide your child’s attention. Turn the TV
books – Talk about the parts of books off or go to a quiet part of the house.
(cover, spine, pages), where important
information is (title, author, page • Emergent writing – This is an important
numbers), the elements of the story precursor to handwriting and is where your
(beginning, middle and end) and pictures child develops an awareness that marks on
‘showing’ the words. a page can convey messages in the same
way that speech does. Example: When
• Talk about sounds rather than letters – writing a list, encourage your child to
“I hear a ‘sss’ at the beginning of your ‘write’ one too or ask your child to help
name Sam. Sam starts with a ‘sss’ sound”. come up with items needed on the list.

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Strategy 1: Reading is key Strategy 2: Words aren’t just in books

The most obvious and important strategy to Children also need to know that reading
help your child’s literacy skills is to read. is an important part of life and is not just
about books.
• Books are everyday – No matter the
age of your child, reading should be a • Read the world around you – As you go
daily activity. about life, point out important words such
as road signs when in the car or labels when
- For younger children, read using shopping. Example: “See the sign, it says
interesting voices and allow them to ‘stop’. If we don’t stop we might crash”.
participate in the reading (book choice,
turning pages). • Naming belongings – Show your child
sounds can be represented by letters.
- As your child’s skills progress, ask your When you write their name on their
child to identify letters in the text and belongings, talk about how that one
draw attention to things that rhyme and little word makes sure people know the
the number of syllables or beats in words. item is theirs.

- For older children, listen for words that Strategy 3: Sing about it
start with the same sound and talk about
the sounds you hear at the end of words. Children love songs and the literacy benefits
are immeasurable.

• Rhyming songs – Rhyming songs are fun
and introduce your child to the idea that
words can have the same sounds. This is
an important precursor to literacy, as a
child must begin to hear the parts of words
before they will be able to learn single
sounds in words.

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Sound Awareness Strategy 2: Words are made up of syllables

Sound (phonological) awareness is being able • Clap away – Show your child how to count
to hear and identify sounds within spoken word syllables by clapping. This can be
words and is an important prerequisite for done while reading, but is especially
learning to listen and read. effective in simple songs. You can also play
‘which word is longer’ to show the effect
Sound awareness deals with spoken words more syllables has on a word. Example:
and sounds, not writing or letter names. (clapping out the ‘beat’) car, ro-bot and
These skills should be understood and tram-po-line, trampoline is a longer word.
well developed before the alphabet is
formally introduced. Strategy 3: Words can rhyme

Good sound awareness and can be fostered • Read and sing – Books and songs that use
by the strategies below. rhyme are great tools for demonstrating
this concept. You can emphasise the point
Strategy 1: Sentences are made up by stopping and asking if your child can
of words hear that “cat” and “mat” sound the same
(over emphasising the ‘at’ sound).
• Count the words – When reading to your
child, stop and count the words and reflect • Cat vs rat – This is a ‘freestyle’ version of
with your child. Example: “He sat down. the above where you and your child take
That’s a short sentence, let’s count the turns listing rhyming words. Remember
words. He – sat – down (counting on to guide your child rather than correct
fingers) – that’s three words”. them. Example: cat, mat, sat, car – “Good
try, car has some of the same sounds.
• Watch sentences grow – Start with a short How about another animal that cats like to
sentence and take turns making it one chase” (rat).
word bigger. Example: “His hat is blue”,
“his hat is big and blue”, “his hat is big,
blue and dirty” etc. Remember to count the
words on your fingers as they are spoken
to show the growth.

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Strategy 4: Words can start with the Strategy 5: Words are made up of
same sound different sounds

• Fun with alliteration – Songs and stories • Blend it together – Say the sounds in a
about ‘silly sausages sizzling’ or ‘Harry the word and have your child blend the sounds
hairy hat’ are great for emphasising the together to make the word. Example: “Get
starting sounds of words. Example: “Harry, in the ‘c-ar’ we are going in the ... car”.
starts with a ‘hhh’ sound, I hear a ‘hhh’ at
the start of ‘hhharry’.” • Tap away – Show your child how to count
sounds (which is different to the syllables)
• That’s in my name – Children love it in words by tapping. This can be done while
when they can make a direct connection reading or playing. Example: There is a cat,
to themselves. Ask your child to find cat has three sounds k-a-t. Your name is
things that start with the same sound Oliver. It has five sounds – o-l-i-v-er
as their name.

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Activity Guide: Word syllables
Below is a table of different words with different syllables for your reference

1 syllable words 2 syllable words 3 syllable words 4 syllable words

Cat Teach-er Ba-na-na Kin-der-gar-ten
Food Mum-my Xy-lo-phone Sup-er-he-ro
Sun Play-ing An-i-mal hel-i-cop-ter
Play Gar-den Af-ter-noon Tel-e-vis-ion
Plant Dir-ty Tram-po-line Un-der-cov-er
Shirt Show-er Straw-berr-ies In-cred-i-ble
Cup App-le Grand-fa-ther Mo-tor-cy-cle
Hand Fin-ger Bull-do-zer Rhi-noc-er-ous
Floor Sup-er Gar-den-ing En-er-ge-tic

Activity Guide: Stomp, stomp, stop Activity Guide: Spotto

This activity can be adapted to work across • “I spy” – This can be adapted to ‘something
most of the phonological areas mentioned in that starts with’ (use the letter sound not
this section. the letter name), ‘something that rhymes
with’ or ‘something that has the word ‘car’
• Your child (or group of children) need in it’ (car-pet).
to stomp their feet during one defined
vocalisation, and stop still for others. • On the hunt – Ask your child to find things
that either have different syllable lengths
- Stomp out the number of words (short or long words), rhyme with a certain
in sentences word or that start with the same sound.

- Stomp out each syllable in a word Activity Guide: Mix it up

- Stomp for words that rhyme, stop for • Change the first sound of words to make
words that don’t rhyme new words – “Dog has the sounds d-o-g in
it, what happens if we say ‘l’ instead of ‘d’,
- Stomp for words that start with same we get l-o-g. That makes log”. For older
sound, and stop when the words have a children you can use alphabet cards, layout
different beginning sound the letters m, a and t then ask the child to
take away the m and put a different letter in.
• For a quieter, less active version use the
same principles for a game of odd one out. REMEMBER! A lot of books have been
Simply list or use pictures of four different written to support the development of
items and figure out together which one phonological awareness. Your local library
does not belong. Example: Pictures of cat, or book shop will be able to help you, or
mat, hat and frog – then help your child refer to the internet for ideas.
figure out which one is the odd one out.

76

Fine and gross
motor skills

“Children play to learn and learn to play – this is their
‘work’ , I love being part of that process of discovery.”
– TSH staff member



Motor Skills Milestones

Children with speech and language Every child develops at their own rate.
delays may also have difficulties in However, there are some generally accepted
some areas of their physical skills norms for physical development that can
development. These skills can be guide you in when you may expect to see
broken into two areas specific fine and gross motor skills develop.
Once again, these have been provided as
• Fine motor skills – The use of the a guide only.
small muscles such as in the hands
and fingers that are needed for actions The following milestones have been taken
such as picking objects up, writing and from LD Online (full details under References
manipulating objects page), with the top tips being developed
by TSH.
• Gross motor skills – The use of the
larger muscles that are needed for whole
body actions such as walking, running
and jumping

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By age one Top tips

Gross motor skills • Sit on the floor and roll a ball to your
baby, encourage them to roll it back
• Sits without support
• Crawls • Place favoured toys and rattles just out
• Pulls self into standing position and of reach to encourage crawling

stands unaided • Place objects against your babies
• Walks with aid palm to encourage grasping
• Rolls a ball in imitation of adult (younger babies)

Fine motor skills • Give your older baby small pieces of
soft fruit and vegetables to encourage
• Reaches, grasps, puts objects in mouth the pincer action
• Picks things up with pincer grasp (thumb

and one finger)
• Transfers objects from one hand to

the other
• Drops and picks up toys

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Between ages one and two Top tips

Gross motor skills • Play music and encourage your
child to dance
• Walks alone
• Walks backwards • Blow bubbles for your child to try
• Picks up toys from floor without falling and catch
• Pulls toys, pushes toys
• Seats self in child-size chair • Play games that encourage actions
• Walks up and down stairs with hand held such as stomping, clapping
• Moves to music and spinning

Fine motor skills • Do craft with your child such as
drawing, painting and stamps
• Builds tower of three small blocks
• Puts four rings on stick • Select toys with knobs, levers and twist
• Places five pegs in pegboard handles for your child to manipulate
• Turns pages two or three at a time
• Scribbles
• Turns knobs
• Throws small ball
• Paints with whole arm movement; shifts

hands, makes strokes

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Between ages two and three Top tips

Gross motor skills • Pretend to be different animals and
mimic the way they move
• Runs forward well
• Jumps in place with two feet together • Play ball games with running, kicking,
• Stands on one foot (with aid) throwing and rolling
• Walks on tiptoe
• Kicks a ball forward • Play with playdough
• Encourage your child to walk more /
Fine motor skills
use the stroller less
• Strings four large beads • Do craft activities that involve using
• Turns single pages
• Snips with scissors scissors, glue and stickers
• Holds crayon with thumb and fingers

(not fist)
• Uses one hand consistently in most

activities
• Imitates circular, vertical and horizontal

strokes
• Paints with some wrist action; makes dots,

lines and circular strokes
• Rolls, pounds, squeezes and pulls clay

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Encorage outside play such as riding bikes
and using play equipment

Between ages three and four Top tips

Gross motor skills • Build obstacle courses from household
items for your child – this can build
• Runs around obstacles a range of skills including balancing,
• Walks on a line jumping, hopping and throwing
• Balances on one foot for several seconds
• Hops on one foot • Draw objects and encourage your
• Pushes, pulls and steers wheeled toys child to trace them; also encourage
• Rides tricycle free-drawing
• Uses slide independently
• Jumps over 15cm high object and lands on • Encourage outside play such as riding
bikes and using play equipment such
both feet together as slides, swings and climbing frames
• Throws ball overhead
• Catches a bounce ball • Play a range of games together
including ball games, keep the balloon
Fine motor skills in the air and hide-and-seek

• Builds tower of nine small blocks
• Drives nails and pegs
• Copies circles
• Imitates crosses
• Manipulates clay material (rolls balls,

snakes, cookies)

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Between ages four and five Top tips

Gross motor skills • When drawing together encourage
your child to try a few simple letters
• Walks backward toe-heel
• Jumps forward 10 times without falling • Organise different races with
• Walks up and down stairs independently, siblings such as a jumping race, or
a backwards race – just remember
alternating feet to focus on the action and not the
• Turns somersaults winning i.e “Who can jump to the water
fountain”, not “who can get to the
Fine motor skills water fountain first”

• Cuts on line continuously • Play board games together such as
• Copies crosses Operation, Pick-up-sticks or Jenga
• Copies squares
• Prints some capital letters

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Between ages five and six Top tips

Gross motor skills • Select active toys for your child such
as skipping ropes, skates, hoops,
• Runs lightly on toes soccer sets etc.
• Walks on balance beam
• Can cover two metres hopping • Encourage your child to draw and
• Skips on alternate feet write often (paper, blackboards, chalk
• Jumps rope on pavement etc.)
• Skates
• Encourage active play everyday
Fine motor skills (physical activity)

• Cuts out simple shapes
• Copies triangles
• Traces diamonds
• Copies first name
• Prints numerals 1-5
• Colours within lines
• Has adult grasp of pencil
• Has handedness well established
• Pastes and glues appropriately

85

About Occupational Therapy

Paediatric Occupational Therapists Public Occupational Therapy is available by
referral to government agencies or health
• Are specialists in dealing with difficulties facilities, with referral forms being available
of fine and gross motor skills; sensory online. The new Child Development Service
regulation; visual perceptual skills; and referral form can be found at
self-care skills
http://www.pmh.health.wa.gov.au/services/
• They work to assess skills, determine child_development_service/hp.htm.
areas of difficulty and develop programs to
help overcome these difficulties The service prefers to have the form
submitted electronically, but it can be sent via
• They also work to support caregivers post or fax.
in aiding their child to develop a solid
foundation for development and learning Public waitlists will apply for an assessment
and any resultant therapy, and will vary
In Western Australia, Occupational Therapists according to the therapy service and age of
work in a variety of settings including your child. Referral procedures and locations
for alternative public services can also vary,
• Health Centres and Child however a Child Health Nurse, School Nurse,
Development Centres GP or classroom teacher can provide you with
further information specific to your location.
• Schools
• Hospitals Details of Occupational Therapy organisations
• Private practice can be found at these Developmental
• Specialist agencies such as the Centre Occupational Therapy WA links

for Cerebral Palsy, Disability Services www.dotwa.org.au/government-
Commission, Therapy Focus and the organisations/
Autism Association

www.dotwa.org.au/non-government-
organisations/

86

Private Occupational Therapy is available by
directly contacting an Occupational Therapist
from the contact details listed at

www.dotwa.org.au/private-occupational-
therapists/

It may also be helpful to talk to other parents
whose children have seen an Occupational
Therapist and see if they can make any
recommendations. When selecting a
therapist, you may wish to ask

• What aspect of Occupational Therapy do
they specialise in

• What age groups they see
• What approaches they use
• How often they may see your child
• What fees they charge

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Supporting Motor Skills Development

Your child’s motor skills are those that Strategy 1: Coordination and control
relate to their physical ability to move
their body to complete tasks. Control is your child’s ability to move their
muscles (and therefore their limbs and
It is the basis of your child’s ability to explore bodies) to be able to move around and
and interact with the world and includes the complete certain tasks. The related concept
development of their muscle control and of coordination is being able to apply muscle
coordination, strength and stamina, balance control on two muscles groups in unison.
and sensory awareness.
• Two hands first – Encourage your child to
As mentioned previously, your child’s motor play games where they need to use two
skills need to develop around the use of small hands or two feet to do the same thing.
muscle groups such as fingers and hands This is a necessary first step in your child’s
(fine motor skills) and the use and control of development and needs to be achieved
the large muscle groups needed to walk and developmentally before the two limbs can
run etc. (gross motor skills). carry out a different task. Example: Riding
a ride-on comes before being able to use
Gross Motor Skills Development the legs to pedal ‘separately’ on a bicycle.

Gross motor skills are essentially your child’s • Engage both sides of the body – Encourage
physical ability to move around and use their your child to play lots of games that
body. Skills in this area use the whole body or require the two sides of the body to work in
at least several of the larger muscle groups unison. Example: Batting a ball.
at the same time.
• Repetition – Coordination of the large
muscle groups is improved simply by
repeated use in completion of a specific
task. The more times a task is attempted/
completed, the greater the ‘brain
muscle connection’. Quite simply, the
more times the brain has ‘experienced’
what is required to complete the task,
the better it will be able to instruct the
muscles to move.

88

Strategy 2: Getting the balance right - Start with a solid surface and progress
to wobbly surfaces (i.e. wobble bridges
Balance is critical to your child’s development at the park)
and is needed to be able to shift your weight
from leg to leg (as in walking), turn on the • Repetition – Provide your child with
spot, change directions while walking and opportunities to repeat the same balance
remain upright against gravity. There are challenges on a regular basis. Once they
two types of balance. Static balance is about have mastered a balance task, encourage
keeping steady when still (i.e. standing on your child to repeat it with their eyes
one foot), while dynamic balance is being closed – this way they are engaging their
able to keep your equilibrium whilst moving vestibular sense (sense of orientation
(i.e. hopping, running, riding a bike). Both and movement stemming from a sensory
forms of balance rely on information from system in the ear) to help them keep
the eyes (visual sense) and vestibular their balance.
system (movement, balance and gravity
sense) to work together to keep a stable • Balance aids – Provide a stable surface
base of support. for your child to hold onto whilst they are
practising their balancing. Example: A
• Start easy – Like any skill, improving a railing or your hand.
child’s sense of balance is achieved by
starting simple and increasing the intensity • Allow your child to work in more stable
as their skills increase. positions at first. Example: Closer
to the ground – on tummies, backs,
- Encourage your child to hold a balanced sitting, kneeling etc.
position for 2 seconds, then build to
3-5 seconds etc. (2-4 year olds should
be aiming to balance on one foot for
4-8 seconds, while 4-6 year olds should
be aiming for 8-10 seconds)

- Start with wider support bases and slowly
progress to narrower

- Start with lower heights from the ground
and slowly increase the height

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Strategy 3: Strong and healthy Strategy 4: Sensory awareness

Muscle strength is the physical weight- Sensory awareness is an essential
bearing capability of the muscles while building block to your child’s motor skills
stamina relates to the ability of the muscles development, as it represents the brain’s
to sustain activity/motion over a period of ability to register and process information
time. Strength is not just about what your from the senses to determine appropriate
child can lift, as their body in itself is a motor and behavioural responses.
significant weight they must constantly bear.
Sensory awareness is your child’s ability to
• Lifting – The activity that most comes to constantly gather and process information
mind when talking about muscle strength about the world from the five external senses
is lifting. Here we are not talking about (sight, sound, touch, smell and taste), as well
setting your child to work at a weights as two internal senses, being vestibular (sense
bench, but rather incorporating objects of movement/balance) and proprioception
of different weights in your child’s daily (awareness of body parts and their muscles).
activities. Example: Ask your child to help
you bring in the shopping or put their toys • Remember the senses and their
and books away. contribution to your child’s gross motor
skill base – Remember the strategies
• Getting the muscles moving – Another way outlined in all the areas; keep moving, get
to increase muscle strength and stamina outdoors so that the senses of smell, touch
is simply to get the muscles moving in a and movement are all stimulated in play.
sustained activity. Example: The common
catch-cry of ‘Find 30’ is applicable here, • Let your child explore – Whether it’s
whether it’s walking around the block, investigating the texture of objects on the way
playing at the park with your child or taking to the park, experimenting with different arm
a stroll on the beach. motions or tasting/smelling new things, as
long as they are safe, let them explore. It’s all
• Community activities – Involve your child in too easy to ask your child to hurry up on the
suitable community-based activities that way to the park, however the journey itself
will enhance both their muscle strength can have as many skill-developing benefits
and stamina. Example: Swimming, playing for your child. Example: Stopping to pick up
at the park, joining an organised, age- a rock engages a child’s balance, hand-eye
appropriate dance session etc. coordination, textile responses to the feel of
the rock and vision.
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One of the keys to improved skills is to live an active
and healthy lifestyle

Strategy 5: Just keep moving Ways to encourage your child to ‘just keep
moving’ include
As your child’s gross motor skills relate to
the way they move their bodies, any general • Turn off the television and other electronic
physical activity will foster stronger gross devices – Sedentary activities such as
motor capabilities in children. One of the watching TV do little for your child’s gross
keys to improved skills is to live an active and motor skills. Encourage your child to play,
healthy lifestyle. The Australian Government’s whether inside or outside. Alternatively,
Department of Health and Aging recommends ask your child to help you in the garden
minimum levels for physical activity as or around the house, as even light activity
follows has benefits for your child’s health
and development.
• Up to one year old: should be as active
as possible with floor time, supervised • Be active as a family – This can be as
play, reaching/grabbing and general simple as going for a walk together in the
play activities evenings, or organising to do something
active every weekend such as bike riding
• Toddlers 1-3 years and pre-schoolers together or going to the park. The benefits
3-5 years: should be active for at least of this strategy are huge
three hours spread over the course of the
day (includes light activity such as general - Spending time together bonding
play and walking) as a family

• Children aged 5-12 years: a mix of - Enjoying the benefits of a more
moderate and vigorous exercise for at least active lifestyle
60 minutes every day
- Modelling for your child how physical
activity can be incorporated as part
of everyday life

• It all adds up – Even short bursts of activity
contribute to your child’s daily physical
activity quota. Why not encourage your
child to jump to the breakfast table, skip to
their bedroom or hop (literally) out to the
car, just to give them that little bit extra?

91

Activity Guide: Mini-Olympics Activity Guide: Obstacle course

Organising a mini-Olympics style event An obstacle course is a great way to practise
for your child and siblings and/or friends a range of gross motor skills, especially
is a great way to support their motor motor planning or the ability to sequence the
skills development. necessary movements or steps in a game
to complete the course. It also can help in
• Egg and spoon race – balancing an egg teaching your child positional concepts such as
(can be plastic) on a spoon under, over, in, out, through, around, forward,
backward and sideways etc. Some examples of
• Sack race – use commercially available activities and their target areas are
sacks or garden clean up bags/old
pillow slips • Balancing tasks – Walk over a skipping rope
on the floor, along a small retaining wall or
• Balloon waddle – waddling ‘holding’ a ball on planks raised slightly off the ground.
between the knees
• Planning/putting it all together – Allow
• Tunnel ball – standing in line, legs astride, your child to be creative and involved with
children pass a ball from the front to the setting up an indoor obstacle course.
back through the leg tunnel Examples: Crawling under a line of dining
room chairs, climb over a mountain of
• Races – these can be running, skipping, cushions, walk sideways along a rope, step
hopping, sideways stepping etc. in and out of cardboard boxes, throw rolled
up socks into the laundry basket, kick a
soft ball between chair legs and finish up
with squeezing yourself an orange juice.

• On a trike, scooter or bike – Weaving
between objects (such as witches hats/
upturned ice-cream containers)

• Strength and coordination - jumping and
hopping tasks – hopscotch, jumping from
hoop-to-hoop or pretending to jump like a
Kangaroo

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Fine Motor Skills Development • Fine-tuning muscle control or building
agility in the way the hands are used –
While gross motor skills ensure your child Aside from hand and finger strength,
can get around, it is their fine motor skills children also need to develop a level
that need to be honed in order to use a knife of dexterity, which is how well they can
and fork, do buttons and zippers when getting move their hands and fingers to complete
dressed, open a lunchbox wrapper on a various tasks. To achieve improved
snack, to use scissors or to hold a pencil. dexterity, children need to use

Strategy 1: Manipulating - Pincher grip (thumb and fore-finger) –
used to pick up smaller objects
One of the key areas of a child’s fine motor
skills development is their ability to use their - Fingers independently – best
hands and fingers to manipulate objects to demonstrated during poking, tickling,
help them complete tasks and activities. piano-playing etc.

• Building hand strength – Pliable • Hand-eye coordination – A child’s hand-eye
substances such as playdough, plasticine, coordination is an important part of their
putty and novelty goo are all great for fine motor skill development, as it is the
building your child’s fine motor skills. eyes telling the brain what the hands/fingers
Squeezing, twisting and rolling all help to need to do. Example: Peg puzzles require the
strengthen little hands and fingers. dexterity to pick the piece up and twist it as
needed, but it’s hand-eye coordination that
reveals which hole the piece goes into and
what way it needs to be placed.

93

Strategy 2: Child-appropriate tools • Use props that are realistic to your child’s
abilities – A large part of a child’s willingness
As with any activity, working on your child’s to learn is the joy and confidence that comes
fine motor skills is best done with the right with success. Set your child with activities
equipment. That’s not to say you need to go at, or just above, their skill level. Puzzles,
out and buy expensive, specialist items; it’s shape balls and colouring activities are all
just about making better choices to support great for developing fine motor skills, but
your child’s development. avoid the frustration and angst of tasks that
are just too hard.
• Size does matter – Your child develops fine
motor skills as a progression, so the items
you give them need to reflect their level
of skill. A younger child or child with limited
fine motor development will struggle to use a
thin pencil and crayon, and it would likely end
in frustration. Thicker pencils or an added
plastic grip would help avoid frustration and
would bolster your child’s self-esteem as
they are able to complete the task. Other
areas that demonstrate this point are

- Fine vs. chunkier finger food

- Fiddley toys vs. those with large/obvious
buttons and levers etc.

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Strategy 3: Be active in your • Model how tasks are done – Show your
child’s learning child what it is you expect of them. If you
want them to roll a snake out of playdough,
A common theme across this resource is the then show them how it’s done. If you want
important role parents play in their child’s them to learn to do their shoe lace, then
development, and the acquisition of fine walk them through step-by-step every day
motor skills is no exception. until they pick it up.

• Encourage active tasks – Whether it’s • Put the dishcloth down – The phrase
drawing, craft or playing with their toys, ‘time-poor’ seems to apply to us all these
the skills development will come with just days, but would it really make that much
being a more active child. difference to the day’s tasks to take five
minutes out to do a puzzle with your child.
• Specific praise and constructive feedback The difference it makes to your child’s day
– Once again, praise and feedback and willingness to join in the activity will
are a critical part of your child’s skill far out-weigh the dishes you would have
development journey. Praise should not washed in the same time.
only recognise success, but also the effort
it takes to try. Feedback should provide
advice on how to try next time, and should
never include negative words or sentient.
Example: “You really tried hard with your
buttons, well done. Watch how mum
pushes one side through the hole first,
would you like to try?”

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Activity Guide: Look what I made Activity Guide: Sorting it out

Craft is a great way to promote your child’s These activities are ones that require your
fine motor skills. child to practise and master various methods
for picking objects up.
• Threading – The old ‘pasta necklace’ is
a great activity for promoting hand-eye • The button mix-up – Provide your child with
coordination and fine-tuning muscle a pile of buttons and ask them to sort them
control in the hands and fingers. To according to a defined characteristic such
increase the skill level for older children, as colour, size or shape.
get them to apply glue to the pasta and
sprinkle with glitter or other craft items • Scooping sand – Provide your child with
such as small googly-eyes. a number of small containers while in
the sand pit and ask them to fill each
• Finger painting – This messy activity helps container. Whether they scoop with their
children learn to isolate their fingers, hand or with a little shovel, your child will
especially if you encourage your child to be practising a different hand motion that
try using different fingers to paint. There will help with their fine motor skills.
are also added sensory benefits associated
with the feeling of the paint on the hands. • Kitchen helper – Ask your child to help you
sort the ingredients for a cake. Carrying an
• Cutting and gluing – Provide your child egg, getting the milk and getting a pinch of
with some old magazines and get them salt all use a different grip for your child to
to create a picture using images they find practise. Also get them to help with mixing,
in them. The skills needed to cut around scooping the mixture into the tray and
different shapes and then glue them down sprinkling choc chips on top to add to the
on the page will represent a significant development of fine motor control.
jump in your child’s fine motor skills.

NOTE: The literature shows that children who
are proficient cutters are equally proficient
with pencil control for writing, so it pays to
allow your child to enjoy scissors, cutting and
art and craft.

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Activity Guide: Scissor grasp NOTE: if your child struggles to use their
thumb, forefinger and middle finger in
Being able to cut with scissors is an isolation, having both the middle and fore
important pre-requisite fine motor skill for fingers in the bottom loop is an acceptable
your child learning how to write. A correct grasp as an interim measure (until you
scissor grasp uses the tri-hold motion child has developed the dexterity and finger
similar to that of holding a pencil (i.e. thumb, strength to move to the correct grasp).
fore finger and middle finger). Mastering
cutting will strengthen your child’s hands in
general, and will foster a greater ability to
use the necessary three fingers individually
and also in collaboration. Correct scissor
grasp involves

• Thumb through the top loop

• Forefinger underneath/outside the
bottom loop

• Middle finger in the bottom loop

• The rest of the fingers are bent
towards the palm

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Activity Guide: Pencil grasp Correct pencil grasp involves using the
thumb, forefinger and middle finger to control
The ability to hold and control a pencil is the writing motion, as well as the wrist and
a critical task in your child’s motor skills arm needing to maintain good positioning.
development. However children will get bored Correct pencil grasp looks like this
with just writing or colouring all the time.
Mix-it up with some of the following NOTE: Children who have not yet acquired
the motor skills to hold the pencil as
• Pavement drawings – Children love to do described above can also place the ring finger
something a bit different. Why not buy on the pencil.
some coloured chalk and let them practise
their writing on the pavement?

• Whiteboard easel fun – Let your child draw
/ write on a whiteboard. Working on an
easel is a great way to develop strength
and stamina in the shoulders, which will
help develop better stamina for fine motor/
implement control.

• Sand, lentils or rice – Writing in a tray
of such substances gives good tactile
feedback whilst your child draws and
has fun.

• Shaving foam on the tiles - Encourage
your child to draw shapes in the shaving
foam while bathing/showering, using their
pointer/index finger as the pencil.

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Behaviour
management

“I believe that children need the assurance of being
loved and cared for while they are enjoying an
educational environment. That is why I see each of
our TSH children as one of my own and try to give my
best every day.” – TSH staff member