What is eye-hand coordination and why is it important in young children’s development of writing skills?
How would you asses it for each child?
What are three-dimensional art activities especially effective in promoting children’s eye-hand coordination? Give 2 examples of these activities.
REPLY TO THE FOLLOWING PEOPLE:
Eye hand coordination is a combination of small motor and perceptual-motor development that allows children to use their sight to direct hand and finger movements as in drawing or writing(pg.129). In order for a child to draw or write they need to strengthen the muscles in their arms, hands and fingers. When they start to strengthen the muscles it starts withe biggest the arm and ends with the smallest which is the fingers. To strengthen the arm I would put out large blocks and they could easel paint. for hand strength they could use clay or play dough.for the smaller muscles of their fingers they could pick up puzzle pieces and squeeze and eye dropper. In order for a child to write. Strengthening these muscles help them to manipulate any writing implement they chose to use. To asses a child’s eye hand coordination I would use a checklist to keep track of what all the students were able to do and where they were in their development. I would make sure to date all the entries so I can see where they started and know how they are progressing (Figure 6.2).
The reason 3 dimensional art activities are good for young children to do is because they are good for strengthening those muscles needed for eye hand coordination. Some of these activities are finger painting and and drawing with chalk. They might also like to pound wood or play with play dough. In my classroom play dough is always a big hit when we bring it out at center time.
Eye-hand coordination is a crucial skill needed for children to develop writing skills. Beaty and Pratt define eye-hand coordination as the â€œcombination of small-motor and perceptual-motor development that allows children to use their sight to direct hand and finger movementsâ€ in order to draw, write, and manipulate instruments necessary to aid in communication (2011, p. 129). In order to develop writing skills, it is necessary for one to be able to hold a writing instrument, have the small-motor skills to control it, and have the eye-hand coordination to use it effectively (Beaty and Pratt, 2011). Teachers can assess a childâ€™s eye-hand coordination by observing the child as they work in various centers of the classroom. Eye-hand coordination can be witnessed as a child attempts to use scissors, string beads, weave and twist materials, work with playdough and clay, use cooking tools, stack blocks, solve a puzzle, pound nails, and work with writing, drawing, and painting utensils (Beaty and Pratt, 2011). Once children have become comfortable with two-dimensional eye-hand coordination activities, they may wish to practice using three-dimensional art, such as modeling clay and playdough, collaging, and gluing (Beaty and Pratt, 2011). From my own experience, playdough is a particular favorite, and can easily and affordably be made from scratch, with the childâ€™s involvement. This gives the child a full experience of creating something from scratch, measuring, stirring, and molding to create their own toy. They can also add mix-ins, such as beads and natural dyes made from food powders and steeped flowers.