Based on my case study child's IEP he does not have any delays in motor or self-help skills. His primary area is with speech. However cutting with scissors prove to be a difficult task for him. My case study child has difficulty with scissors in the way that he holds them and uses them. The child will put his fingers in the wrong hole. Then once his fingers are in the scissors, he twists his arm upside down to try to correct his fingers not being in the right holes. While trying to cut, this causes him frustration because he has an extremely difficult time cutting.
Eye-hand coordination is the key component of being able to cut. The text says upon "encountering sensory stimulation of a particular kind for the first time, children receive (sense) the stimulation," (p.225). After more encounters, the child will "interpret the stimulus," and know what to do. However, if the first impressions is incorrect, later interpretations of that stimulus would be incorrect as well.
To help him work on this fine motor skill, I could model the proper way to hold scissors. Then, I can help guide him in cutting making sure his arm does not twist around. After several times of guiding him in separate situations, he can begin to try it on his own. Repetition of the proper way to hold scissors and guidance while cutting will be an effective way to help him relearn how to use scissors, because somewhere he has had a misinterpretation.
Reference
Cook, Ruth E., Klein M. Diane, & Tessier, Annette. (2008). Adapting Early Childhood Curricula for Children with Special Needs (7th Edition). Columbus, OH: Pearson Prentice Hall.
So many times when we screen children for potential delays at my school I find that if they don't know how to do something it is often because of a lack of exposure. For example with the scissors. Often parents will say "I have never given him scissors, he is only 3." So it is not that it is a fine motor delay but they have never been given the opportunity and taught how to use them.
ReplyDeleteYes, just because it is not noted on his IEP doesn't mean that he is a bit delayed in that area. It just means that he was not delayed enough to be classified as DD in this area. And, let's admit it, we all take a bit longer to learn certain tasks. I too have had several children who turn their hand this way and that way and all I can seem to think is, "That is SO much harder than the "right" way!" However, it is our jobs as teachers to guide him. I often tell my children, "Put your thumb in the small hole," and then that guides the rest of their fingers. Moreover, for children who seem to turn and flip their hand, I tell them, "Pretend like the scissors are an airplane and your thumb is the pilot. You have to keep your thumb in the sky so your plane doesn't crash!" That seems to help them to hold their thumb in the upright position. Kind of crazy, but it works!
ReplyDeleteIn my classroom I am amazed at how many are unable to use scissors. It worries be because of safety issues as well as their inability to cut. I have a child who has no understanding of the importance of not running with scissors, playing with scissors, etc. Last week he was slinging them around in the air and he hit someone in the face cutting their lip. This particular child is not developmental. He is one of my More at Four students.
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