Develop manipulative skills for mark-making with an assortment of resources in the office role-play area, says Jane Drake
Children need a wide range of opportunities for developing the skills of manipulation and co-ordination before they are capable of using a pencil effectively to form recognisable letters.
Such opportunities will be available in all areas of the nursery and through everyday activities such as fastening buttons on a coat, turning the tap when washing hands and putting a drinking straw into the hole on a milk carton. These experiences are crucial in the development of children's confidence and control and so they must be valued and supported by adults.
The office role-play area should be one where children have permanent access to writing materials and are encouraged to use these at every appropriate opportunity, both to explore purposes for writing and to refine their mark-making skills. But this area can also offer children a much broader range of physical learning experiences through their use of other office tools and materials.
Mark-making and basic office provision need not be confined to an indoor office area. Equipment should be available to enable children to engage in mark-making activities in all areas of the nursery. Additional office provision can be linked to role-play, for example, a doctor's surgery or estate agent's. It could be available in portable boxes to support children's spontaneous play - for example, in the construction area to create a builder's office.
Learning opportunities
With appropriate resources and adult support, children can:
- explore equipment, handling and manipulating tools and materials with appropriate support
- practise and refine physical skills over time
- use tools effectively and with sufficient control
- use equipment and materials safely
- work on large and small scales
- use one-handed equipment and engage in activities that require co-ordination of both hands.
Resources and activities
When setting up or developing an office area, think carefully about the resources and the opportunities for physical learning you offer. The following examples show how children's physical skills can be developed though their everyday use of basic office equipment and materials.
Pencils, pens and crayons Offer children a range of mark-making tools and allow them to explore these freely.
Paper and card Provide paper and card of different sizes, thicknesses and surfaces. Children will use paper in a variety of ways - for example, as a surface for mark-making, to cut, fold and join. Also provide forms for children to 'fill in'. 'Completing' forms may encourage the careful control of mark-making tools and positioning of marks, as well as offering a real purpose for writing.
White boards If possible, provide a wall-mounted board to enable children to work on a large scale and to explore mark-making in a free way, using large arm movements. Large sheets of paper or lengths of lining paper attached to the wall can also be effective.
Glue sticks Encourage children to twist off and replace lids independently. With experience, they will position glue with increasing control.
Scissors Allow plenty of opportunities for making random cuts before expecting children to make controlled cuts. Make sure that you provide scissors that are safe but effective - some lead only to frustration when using them. Also provide scissors designed for left-handed children.
Hole punches Children need some strength in their hands to use punches and use their fingers to 'squeeze' the punch. In time they are able to control the positioning of the hole. Offer single and double punches if possible.
Plastic 'bulldog' clips also offer opportunities for children to develop the 'squeezing' action. Use them to keep paper in place on clipboards.
Treasury tags provide children with opportunities for threading and can be used with a hole punch to join two pieces of paper. Provide varying lengths of tags.
Envelopes Folding a letter, putting it in an envelope and tucking in the flap requires physical skill and control. Offer a range of envelope sizes and shapes.
Stamps Children love using both postage stamps and rubber stamps with inkpads.
Keyboards Encourage children to explore the computer or typewriter keyboard with their fingers and, if appropriate, to press individual keys and look at letters in their name.
Telephones Encourage children to select telephone numbers and to press the appropriate numerals with their index finger.
Sellotape and masking tape Using tape effectively can help to develop various physical skills, including co-ordination.
Paper clips Picking up and using these small clips will help to develop fine motor skills. Think about offering split pins too, but be aware of the safety issues involved.
Post boxes Posting letters through narrow openings requires some co-ordination and control.
Organisation
- Make sure that tools and materials are easily accessible to children and stored in clearly labelled storage boxes, plastic pots, baskets or trays or on templated surfaces.
- Provide basic resources on a continuous basis to enable children to return to activities and develop skills and knowledge over a period of time.
- Make sure there is enough space and suitable furniture for children to work in the position that is most comfortable, such as sitting on a chair at a table or standing at a wall-mounted board.
- Plan time for adults to work alongside children in the office area, modelling the skills and purposes for writing.
- Check consumable materials daily and replenish stocks when necessary. Make it clear who has responsibility for this task.
- Make sure there are enough scissors, pencils and so on, so that children do not have to wait and become frustrated.
- Ask parents to donate any useful materials such as obsolete diaries, order forms or memo pads.
Adult role
To support children effectively, adults should:
- provide a range of tools and equipment for children to explore.
- teach children how to use tools safely. Reinforce appropriate routines and guidelines and, initially, supervise children using the tools.
- demonstrate skills and model use of appropriate vocabulary such as 'twist', 'turn' and 'squeeze'.
- encourage children to experiment with the marks they make by exploring direction, shape and pattern and, when appropriate, to hold mark-making tools correctly.
- Observe children and support their individual needs - provide scissors for a left-handed child, and find a position that is comfortable and enables a child to work with control.
