+MELS 2015 – Hand Function in the Child &

Fundamental Cognitive Development (FCD)

20th June 2015 – MalaysiaSpeaker: Kay Yong, Khoo

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Long-short

Numbers

Colours ShapesWords

Five Principles of basic counting is introduced to help children to grasp the properties of numeracy (Gelman & Gallistel, 1978).

1. Map each element of the counted set onto one and only one number (numeron);2. Order the numbers and use the order to map items to be counted.3. The order in which different elements are mapped is irrelevant to the counting process;4. Counting applies to all sorts of physical objects;5. The last number (numeron) used during a count represents a property of the entire set.

Gelman, R., & Gallistel, C.R. (1978). The child's understanding of number. Cambridge, MA: Harvard University Press.

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Long-short

Numbers

Colours

ShapesWords

Children do not realize that colours are nameable properties(Sandhofer & Smith, 2001; Soja, 1994). Along with learning what each colour is called, children need to understand what colour represents; it’s not size, nor shape, nor the name of the object, nor the texture, not the number of things showing. Constant repetition and expanding on what colours are and what they are not will help any child to understand what the actual word colour means.

References:Sandhofer, C.M., & Smith, L.B. (2001). Why Children learn Color and Size Words So Differently:Evidence From Adult's Learning of Artificial Terms. Journal of Experimental Psychology: General, 130(4), 600-620.Soja, N.N. (1994). Young children's concept of color and its relation to the acquisition of color words. Child Development, 65(1994), 918-937.

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Colour:

Red

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Colour:

Red

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Colour:

Red

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Colour:

Red

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Colour:

Red

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Long-short

NumbersColours ShapesWords

Lead children to understand the dimensional adjectives (e.g. the opposing pair of words: high and low) are the class of words that refer to the perceptible properties of individual objects(Carey, 1982; Gasser & Smith, 1998). 

References:Gasser, M., & Smith, L.B. (1998). Learning nouns and adjectives: A connectionist account. Language and Cognitive Processes, 13(1998), 269-306.

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Long-shortNumbersColours

Shapes

Words

Introduce 10 different shapes to children. For each of the shapes introduced, demonstrate the non-integral attributes (e.g. size and orientation) and derive the real objects to different shapes. 

Carey, S. (1982). Semantic development. In E. Wanner & L. R. Gleitman (Eds.), Language acquisition: The state of the art. Cambridge: University Press.

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Long-shortNumbersColours

Shapes

Words

Introduce 10 different shapes to children. For each of the shapes introduced, demonstrate the non-integral attributes (e.g. size and orientation) and derive the real objects to different shapes. 

Carey, S. (1982). Semantic development. In E. Wanner & L. R. Gleitman (Eds.), Language acquisition: The state of the art. Cambridge: University Press.

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Long-shortNumbersColours

Words

Shapes

Children often find thematic relations between objects to be more salient(Markman & Hutchinson, 1984). The words are introduced in different themes. Once the words are introduced, the words are placed in problem solving activities for children to engage with the words regularly. In addition, the words are also used in various contexts to help the children’s to broaden their knowledge (e.g. the word “dog” has to match with different kind of dogs.) 

Markman, Ellen. M., & Hutchinson, J.E. (1984). Children's Sensitivity to Constraints on Word Meaning:Taxonomic versus Thematic Relations. Cognitive Psychology, 16(1984), 1-27.

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Words

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Group Activity 1

Identify the principal of 5-step in counting

10 minutes

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Motor learning theory emphasizes that skills are acquired using specific strategies and are refined through a great deal of repetition and the transfer of skills to other tasks Croce(Croce & DePaepe, 1989).

Opportunities of a new motor skill are extremely important in moving a skill from the level of needing conscious attention in its use to the level of spontaneous and automatic use.

 Croce, R., & DePaepe, J. (1989). A critique of therapeutic intervention programming with reference to an alternative approach based on motor learning theory. Physical and Occupational Theraphy in Pediatrics, 9(3), 5-33.

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A child’s interest in an activity-

It is meaningful; It is significance for the child.

Hand skill intervention cannot be done to a child; it must be done with the child’s belief that he or she can be successful in accomplishing the activities presented (Pehoski, 1992). 

Pehoski, C. (1992). Central nervous system control of precision movements of the hand. In J. Case-Smith & C. Pehoski (Eds.), Development of hand skills in the child (pp. 1-11). Rockville, MD: The American Occupational Therapy Association.

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The hand has two functions:

Executive and Perceptual organ

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Data from Lederman SJ, Klatzky RL (1987). Hand movements: a window into haptic recognition. Cognitive Psychology, 19: 342-368

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Cognitive processes in Motor Skills

Attention Perception Concept formation Memory Learning

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Three stages of learning to acquire a new skill – •Exploratory activity•Perceptual learning and feedback acquired from previous

tasks performed. Actions initially tried and ineffective are

discarded. •Discovery of the optimal solutions & generalizes movement

patterns to other tasks

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Purposes of using hands

Self-care, Curious & Play

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Self-care and hand skill

• Eating

• Dressing

• Bathing

• Toileting

+ Fine Motor Skills• Whole Arm

• Whole Hand

• Pincher

• Pincer

Facebook URL: https://www.facebook.com/MELS.English

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+Whole arm Whole hand Pincher Pincer

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(Michelle Huffman & Fortenberry, 2011)

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The learning orientations:

Intra-modal comparison

Intermodal comparison

Haptic - VisualHaptic – Haptic

Visual - Visual

The child looks at an object they are manipulating, they see the object from different points of view and can learn

about its properties.

The child acquires

tactile and kinesthetic information about the

object through active touch.

The ability to use visual imagery to improve

haptic recognition and memory of objects is

thought to contribute to children’s ability to

recognize objects on tests of haptic perception and

reproduce objects through drawings

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Hand skillsGrasp

-Crude palmar grasp (4-5 months)

-Palmar Grasp (5-6 months)

-Redial Palmar Grasp (6-7 months)

-Raking Grasp (7-8 months)

-Radial Digital Grasp (8-9 months)

-Pincer Grasp (10-12 months)

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Hand skillsRelease

Automatic release Purposeful release

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Hand skillsMotor skills

In-Hand Manipulation Skills

1.Finger-to-palm translation

2.Palm-to-finger translation

3. Shift: Slight adjustment of the object on or by the fingers

pads

4. Simple rotation: Turning or rolling the object 90 degrees or

less, with the fingers acting as a unit

5. Complex rotation: Turning an object over using isolated

finger and thumb movements

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Hand skills

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Group Activity 2

Using the tables and find the answer for the following questions.

10 minutes

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Group Activity 2

1. Peter is 2 years old. Can he reach his back with both hands when put on clothes?

2. Jane is 6 months old. Can she open mouth for teeth to be brushed?

3. Jack is 18 months old. Can he put head through hole when he wear a T-shirt?

4. Mary is 4 year old. Can she button back buttons (without seeing them)?

5. Sally is a teacher. She teaches a class of 20 months old children. Can they comb hair independently?

6. In the next lesson, Sally would like to teach them to rubs hands together for cleaning, can the children?

7. Ali is 15 months old. Can he hold a spoon with one hand to eat while holding the plate on the other hand to stabilize it?

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Activities for children1. On the beach

5. Safari

7. Castle

8.A stage performance

6. The garden

3. Museum

4.A night scene

2. The kitchen

2

6

1

3

23 4

45

5

1

6

7

7

8

8

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Children progress through a range of precursor grips- palmar, incomplete tripod (or palmar supinate), and static tripod, dynamic tripod grip.

Drawing/Writing

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Group Activity 3

Activities with apps20 minutes

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Gross Motor SkillsGross motor (physical) skills are those which require whole body movement and which involve the large (core stabilising) muscles of the body to perform everyday functions, such as standing, walking, running, and sitting upright. It also includes eye-hand coordination skills such as ball skills (throwing, catching, kicking).

Stabilizing Loco motor Manipulating

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Gross Motor Skills

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Gross Motor Skills

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Gross Motor Skills

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Gross Motor Skills

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Gross Motor Skills

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Gross Motor Skills

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Gross Motor Skills

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Gross Motor Skills

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Gross Motor Skills

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Gross Motor Skills

Hands-eyes-body movement

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Gross Motor Skills

Hands-eyes-body (audio &

movement)

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Gross Motor SkillsHands-eyes-

body

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Gross Motor Skills

Hands-eyes-body