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Mark Making

Discussion in 'Early Years' started by BEXJ, Mar 15, 2009.

  1. Hi i am running a drop in session for parents and children with the theme of mark making, having loads of activities for them to try and giving out goody bags with mark making stuff in and i want to include a leaflet explaining some reasons why early mark making is important I have got some ideas but brain has gone dead and I dont want to have missed off anything!! Any help would be fab
     
  2. Hi i am running a drop in session for parents and children with the theme of mark making, having loads of activities for them to try and giving out goody bags with mark making stuff in and i want to include a leaflet explaining some reasons why early mark making is important I have got some ideas but brain has gone dead and I dont want to have missed off anything!! Any help would be fab
     
  3. That sounds a fab idea to promote markmaking/writing. What ideas have you got so far then I can see what I can add to, if I can help.
     
  4. I am going to talk about the following: Exploration Oral communication The thing I am finding hardest is to explain and inform in a jargon free way that parents can relate to I am thinking about presenting it with a picture of a child mark making in the middle with points coming off in thought bubble things in the childs voice e.g each time I
     
  5. inky

    inky Lead commenter

    A couple of years ago, Msz did a brilliant list on this subject that I distributed to parents and colleagues. It gives examples of things children do that can improve fine and gross motor control, muscle strength etc
     
  6. inky

    inky Lead commenter

    Do n Early Years search on 'Motor Control' and itwill come up near the top. Print it out, chop it up and you'll have a wonerful list of everyday things for parents to do.
     
  7. inky

    inky Lead commenter

    sorry for the typos. My keyboard setting is a bit oversensitive.
     
  8. Msz

    Msz Established commenter

    BEXJ you will probably have seen my list on the FSF but here it is again

    Fine Motor Skills
    Things to remember:
    Upright working surfaces promote fine motor skills. Examples of these are: vertical chalkboards; easels for painting; flannel boards; lite bright; magnet boards (or fridge); windows and mirrors; white boards, etc. Children can also make sticker pictures; do rubber ink-stamping; use reuseable stickers to make pictures; complete puzzles with thick knobs; use magna-doodle and etch-a-sketch as well. The benefits for these include: having the child's wrist positioned to develop good thumb movements; they help develop good fine motor muscles; the child is using the arm and shoulder muscles.
    Fine Motor Activities
    Moulding and rolling play dough into balls - using the palms of the hands facing each other and with fingers curled slightly towards the palm.
    Rolling play dough into tiny balls (peas) using only the finger tips.
    Using pegs or toothpicks to make designs in play dough.
    Cutting play dough with a plastic knife or with a pizza wheel by holding the implement in a diagonal volar grasp.
    Tearing newspaper into strips and then crumpling them into balls. Use to stuff scarecrow or other art creation.
    Scrunching up 1 sheet of newspaper in one hand. This is a super strength builder.
    Using a plant sprayer to spray plants, (indoors, outdoors) to spray snow (mix food colouring with water so that the snow can be painted), or melt "monsters". (Draw monster pictures with markers and the colours will run when sprayed.)
    Picking up objects using large tweezers such as those found in the "Bedbugs" game. This can be adapted by picking up Cheerios, small cubes, small marshmallows, pennies, etc., in counting games.
    Shaking dice by cupping the hands together, forming an empty air space between the palms.
    Using small-sized screwdrivers like those found in an erector set.
    Lacing and sewing activities such as stringing beads, Cheerios, macaroni, etc.
    Using eye droppers to "pick up" coloured water for colour mixing or to make artistic designs on paper.
    Rolling small balls out of tissue paper, then gluing the balls onto construction paper to form pictures or designs.
    Turning over cards, coins, checkers, or buttons, without bringing them to the edge of the table.
    Making pictures using stickers or self-sticking paper reinforcements.
    Playing games with the "puppet fingers" -the thumb, index, and middle fingers. At circle time have each child's puppet fingers tell about what happened over the weekend, or use them in songs and finger plays.

    Place a variety of forms (eg. blocks, felt, paper, string, yarn, cereal, cotton) on outlines
    Match shapes, colour, or pictures to a page and paste them within the outlines
    Self-Care Skills
    Buttoning
    Lacing
    Tying
    Fastening Snaps
    Zipping
    Carrying
    Using a screwdriver
    Locking and unlocking a door
    Winding a clock
    Opening and closing jars
    Rolling out dough or other simple cooking activities
    Washing plastic dishes
    Sweeping the floor
    Dressing
    Scissor Activities
    When scissors are held correctly, and when they fit a child's hand well, cutting activities will exercise the very same muscles which are needed to manipulate a pencil in a mature tripod grasp. The correct scissor position is with the thumb and middle finger in the handles of the scissors, the index finger on the outside of the handle to stabilize, with fingers four and five curled into the palm.
    Cutting junk mail, particularly the kind of paper used in magazine subscription cards.
    Making fringe on the edge of a piece of construction paper.
    Cutting play dough or clay with scissors.
    Cutting straws or shredded paper.
    Cutting
    Use a thick black line to guide cutting the following:
    A fringe from a piece of paper
    Cut off corners of a piece of paper
    Cut along curved lines
    Cut lines with a variety of angles
    Cut figures with curves and angles

    Sensory Activities
    The following activities ought to be done frequently to increase postural muscle strength and endurance. These activities also strengthen the child's awareness of his/her hands.
    Wheelbarrow walking, crab walking
    Clapping games (loud/quiet, on knees together, etc.)
    Catching (clapping) bubbles between hands
    Pulling off pieces of thera-putty with individual fingers and thumb
    Drawing in a tactile medium such as wet sand, salt, rice, or "goop". Make "goop" by adding water to cornstarch until you have a mixture similar in consistency to toothpaste. The "drag" of this mixture provides feedback to the muscle and joint receptors, thus facilitating visual motor control.
    Picking out small objects like pegs, beads, coins, etc., from a tray of salt, sand, rice, or putty. Try it with eyes closed too. This helps develop sensory awareness in the hands.

    Midline Crossing
    Establishment of hand dominance is still developing at this point. The following activities will facilitate midline crossing:
    Encourage reaching across the body for materials with each hand. It may be necessary to engage the other hand in an activity to prevent switching hands at midline.
    Refrain specifically from discouraging a child from using the left hand for any activity. Allow for the natural development of hand dominance by presenting activities at midline, and allowing the child to choose freely.
    Start making the child aware of the left and right sides of his body through spontaneous comments like, "kick the ball with your right leg." Play imitation posture games like "Simon Says" with across the body movements.
    When painting at easel, encourage the child to paint a continuous line across the entire paper- also from diagonal to diagonal.









    Activities To Develop Handwriting Skills
    There are significant prerequisites for printing skills that begin in infancy and continue to emerge through the preschool years. The following activities support and promote fine motor and visual motor development:
    Body Stability
    The joints of the body need to be stable before the hands can be free to focus on specific skilled fine motor tasks.
    Wheelbarrow walking, crab walking, and wall push-ups.
    Toys: Orbiter, silly putty, and monkey bars on the playground.

    Fine Motor Skills
    When a certain amount of body stability has developed, the hands and fingers begin to work on movements of dexterity and isolation as well as different kinds of grasps. Children will develop fine motor skills best when they work on a VERTICAL or near vertical surface as much as possible. In particular, the wrist must be in extension. (Bent back in the direction of the hand)
    Attach a large piece of drawing paper to the wall. Have the child use a large marker and try the following exercises to develop visual motor skills:Make an outline of a one at a time. Have the child trace over your line from left to right, or from top to bottom. Trace each figure at least 10 times . Then have the child draw the figure next to your model several times.
    Play connect the dots. Again make sure the child's strokes connect dots fromleft to right, and from top to bottom.
    Trace around stencils - the non-dominant hand should hold the stencil flat and stable against the paper, while the dominant hand pushes the pencil firmly against the edge of the stencil. The stencil must be held firmly.
    Attach a large piece of felt to the wall, or use a felt board. The child can use felt shapes to make pictures. Magnetic boards can be used the same way.
    Have the child work on a chalkboard, using chalk instead of a marker. Do the same kinds of tracing and modeling activities as suggested above.
    Paint at an easel. Some of the modeling activities as suggested above can be done at the easel.
    Magna Doodle- turn it upside down so that the erasing lever is on the . Experiment making vertical, horizontal, and parallel lines.

    Ocular Motor Control
    This refers to the ability of the eyes to work together to follow and hold an object in the line of vision as needed.
    Use a flashlight against the ceiling. Have the child lie on his/her back or tummy and visually follow the moving light from left to right, to bottom, and diagonally.
    Find hidden pictures in books. (There are special books for this.)
    Maze activities.

    Eye-hand Coordination
    This involves accuracy in placement, direction, and spatial awareness.
    Throw bean bags/kooshi balls into a hula hoop placed flat on the floor. Gradually increase the distance.
    Play throw and catch with a ball . Start with a large ball and work toward a smaller ball. (Kooshi balls are easier to catch than a tennis ball.)
    Practice hitting bowling pins with a ball. (You can purchase these games or make your own with pop bottles and a small ball.)
    Play "Hit the Balloon" with a medium-sized balloon.


     
  9. Thanks all. Brilliant list Msz
    Bex
     
  10. Doitforfree

    Doitforfree Lead commenter

    The little girl i look after never asks if she can do mark making. She asks if she can draw or if she can colour or paint. Why do schools use this silly, artificial expression?
     

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