Domain: Physical Well-Being and Motor Development Strand: Physical EducationLearning Progression: Coordination–Small MotorOperational Definition: Demonstrates the ability to use small muscles to perform fine motor skills in play and learning situations

Level 1 Level 2 Level 3 Level 4 Level 5

Tool

and

Obj

ect M

anip

ulati

on Manipulates tools/objects with limited coordination of hands, fingers, and wrists, as well as eye-hand coordination, to perform fine motor tasks (e.g., “snips” the edges of a piece of paper with scissors, sometimes cutting the paper into 2 or more pieces).

Manipulates tools/objects with some coordination of hands, fingers, and wrists, as well as eye-hand coordination, to perform fine motor tasks (e.g., cuts across the paper in a fairly straightforward direction by holding scissors with 1 hand and paper with the other).

Manipulates tools/objects with nearly precise coordination of hands, fingers, and wrists, as well as eye-hand coordination, to perform fine motor tasks (e.g., cuts out simple shapes by holding scissors and paper correctly).

Manipulates tools/objects with precise coordination of hands, fingers, and wrists, as well as eye-hand coordination, to perform fine motor tasks (e.g., cuts out complex shapes by holding scissors and paper correctly).

Writi

ng T

ool G

rasp Uses a whole-hand

grasp, with the palm facing down, and shoulder/arm muscles to manipulate writing and drawing tools.

Uses a 4-finger grasp, with the fingers on the opposite side of the tool from the thumb, and arm/wrist muscles to manipulate writing and drawing tools.

Uses an unsteady 3-finger grasp and finger/wrist muscles of the dominant hand to manipulate writing and drawing tools with some efficiency and speed.

Uses a stable 3-finger grasp and finger/wrist muscles of the dominant hand to manipulate and control writing and drawing tools with an efficient range of motion and speed.

Physical Well-Being and Motor Development: Coordination–Small Motor Learning Progression

1

Physical Well-Being and Motor Development: Coordination–Small Motor Learning Progression Observational Rubric

Tool and Object Manipulation

Directions Level Descriptors(With Graphic Examples)

Evidence Examples (Photo Evidence Encouraged)

Observe children during the regular daily routine and look for instances when they manipulate tools/objects.

For each child, pay attention to the following details as you observe:

what tool/object the child is manipulating

the positions of the hands, fingers, and wrists during the tool/object manipulation

what level of eye-hand coordination the child demonstrates as he/she manipulates the tool/object

Collect and record evidence for each instance and each child that you observe. Use the evidence to determine and record each child’s level.

1

Child manipulates tools/objects with limited coordination of hands, fingers, and wrists, as well as eye-hand coordination, to perform fine motor tasks (e.g., “snips” the edges of a piece of paper with scissors, sometimes cutting the paper into 2 or more pieces).

Suzie—When Suzie was asked to cut a piece of paper into two pieces, she held the scissors with both hands and was only able to make snips along the edge of the paper (photo in file).

3

Child manipulates tools/objects with some coordination of hands, fingers, and wrists, as well as eye-hand coordination, to perform fine motor tasks (e.g., cuts across the paper in a fairly straightforward direction by holding scissors with 1 hand and paper with the other).

Jorge—When Jorge was asked to cut along a line across a piece of paper, he correctly held the scissors in one hand and the paper in the other and cut along the line, staying on or close to the line across the entire page (photo in file).

4

Child manipulates tools/objects with nearly precise coordination of hands, fingers, and wrists, as well as eye-hand coordination, to perform fine motor tasks (e.g., cuts out simple shapes by holding scissors and paper correctly).

Jane—When Jane was asked to cut out the circle on a piece of paper, she correctly held the scissors and paper, turning the paper along the curve of the circle and cutting on or fairly close to the line all the way around the circle (photo in file).

5

Child manipulates tools/objects with precise coordination of hands, fingers, and wrists, as well as eye-hand coordination, to perform fine motor tasks (e.g., cuts out complex shapes by holding scissors and paper correctly).

Kyle—When Kyle was asked to cut out the heart shape on a piece of paper, he correctly held the scissors, turning the paper as he cut all the way around the heart on or close to the line (photo in file).

2

Physical Well-Being and Motor Development: Coordination–Small Motor Learning Progression Observational Rubric

Writing Tool Grasp

Directions Level Descriptors(With Graphic Examples)

Evidence Examples (Photo Evidence Encouraged)

Observe children during the regular daily routine and look for instances when they use writing tools.

For each child, pay attention to the following details as you observe:

what writing tool the child is using

the hand, finger, wrist, and arm positions the child uses to grasp and manipulate the writing tool

the speed and efficiency the child demonstrates when using the writing tool

Collect and record evidence for each instance and each child that you observe. Use the evidence to determine and record each child’s level.

1

Child uses a whole-hand grasp, with the palm facing down, and shoulder/arm muscles to manipulate writing and drawing tools.

Bill—Bill held his pencil with his whole hand and used his arm and shoulder as he made big sweeping marks on a piece of paper (photo in file).

2

Child uses a 4-finger grasp, with the fingers on the opposite side of the tool from the thumb, and arm/wrist muscles to manipulate writing and drawing tools.

Gail—Gail held her pencil with four fingers on one side and the thumb on the other side and moved her arm and wrist as she attempted to trace a circle on a piece of paper (photo in file).

4

Child uses an unsteady 3-finger grasp and finger/wrist muscles of the dominant hand to manipulate writing and drawing tools with some efficiency and speed.

Kiki—Kiki held the pencil too far from the tip, with the first three fingers on one side and the thumb on the opposite side, and used her fingers and wrist to write her name in wobbly print (photo in file).

5

Child uses a stable 3-finger grasp and finger/wrist muscles of the dominant hand to manipulate and control writing and drawing tools with an efficient range of motion and speed.

Mary—Mary held the pencil with the first three fingers and thumb and used her fingers and wrist to use the pencil in a smooth, steady motion as she wrote a story (photo in file).

3