From birth, children are building the physical foundations through movement, play, and everyday experiences that allow them to manipulate tools and sit for sustained periods later in their school life. In early years settings, motor development underpins children’s confidence, independence, and ability to access learning in all areas. This two-part blog will explore fine and gross motor skills, opportunities for their development and some key considerations for practitioners facilitating this. The first part of the blog delves into the anatomical language of fine and gross motor development and some of the key considerations for practitioners. The second part explores practical activities and how these activities support children’s physical development.

Some of the trickier elements of fine and gross motor

The development of fine and gross motor skills includes numerous considerations; strength, stability, coordination and proprioception to name just a few. For this reason, below are some definitions of occasionally overlooked elements that are nonetheless crucial.

Core development – This isn’t necessarily an overlooked element of physical development but is sometimes misunderstood. The core refers to all the muscles involved in stabilising the spine and pelvis. Core strength is essential for all sorts of things, both the everyday – walking, sitting and standing, but also the exciting things – climbing, kicking and throwing. Children with poor core development will struggle not only with these activities but will also find the demands of writing or even concentrating much more fatiguing since their energies are being employed in simply holding up their bodies. 

Crossing the midline – Crossing the midline involves moving limbs across the body’s centre, it is a crucial part of physical development because it supports the integration of the brain’s hemispheres. This skill is important in sports and games because children are often required to throw, catch or hit across the midline. It is also significant for hand-dominance, fine motor skills and the act of reading and writing from left to right.  

Shoulder strength – Children need opportunities to strengthen all muscles but for writing, shoulder strength is especially important. When shoulder muscles are not sufficiently strong, other, smaller muscles may be recruited and these muscles can tire more quickly. In the act of developing shoulder strength through movements such as hanging and climbing, children may also develop hand and wrist strength.

How can settings successfully support physical development?

Many active children in intentionally equipped, play-based provision will develop fine and gross motor skills organically and in line with their interests. We must however acknowledge that not all children bring the same experience to school; some may be well versed in climbing from days in the park, many children will engage with mud kitchens due to experiences out in the woods, lots of children will be brimming with ideas for writing however, some children are a little lost without their iPads or other devices. For these children, educators may need to plan for physical development a little more consciously. 

Come back for part two which looks at specific activities for developing fine and gross motor skills.