visual

Visual Impairment and OCcupational Therapy

by
visual impairment and occupational therapy

In this blog post we are covering all things vision impairment and occupational therapy. Visual Impairments such as convergence insufficiency, impaired visual saccades, or other visual problems like blurred vision can present as a problem in the classroom. Students with visual impairments will flourish with effective classroom accommodations for visual problems. Below, you will find strategies that school-based occupational therapists can use as accommodations for addressing visual needs while meeting educational goals.

Be sure to check out our resource on vision as a starting point.

Visual impairment and occupational therapy

Other resources that are helpful include:


Definition of Visual Impairment

Visual impairment can mean a lot of things. Basically, this is any vision disability where eyesight is impacted. Vision impairment is a term used to describe any reduction in a person’s ability to see that cannot be fully corrected with glasses, contact lenses, medication, or surgery. It can affect one or both eyes and may involve difficulty with visual acuity (clarity), visual fields (peripheral vision), or how the brain processes visual information.

Vision impairment includes a wide range of conditions, from mild vision loss to complete blindness. It can impact daily activities such as reading, writing, navigating environments, recognizing faces, or participating in school and work tasks. The World Health Organization defines vision impairment as a presenting visual acuity worse than 20/60 in the better eye, and blindness as worse than 20/400.

In occupational therapy, vision impairment is considered in the context of how it affects function, independence, and participation in meaningful activities.

Types of Visual Impairment

Occupational therapy works with an enormous variety of diagnoses and conditions. There can be many reasons for a visual difficulty. These can occur in childhood or at any age.

Here’s a list of diagnoses and eye conditions associated with visual impairment:

  1. Blindness (Legal blindness)
  2. Partial blindness/Partial sight
  3. Low vision
  4. Cortical visual impairment (CVI)
  5. Diabetic retinopathy
  6. Retinopathy of prematurity (ROP)
  7. Glaucoma
  8. Macular degeneration (age-related macular degeneration) 
  9. Retinitis pigmentosa
  10. Cataracts
  11. Amblyopia
  12. Strabismus
  13. Nystagmus
  14. Optic nerve hypoplasia
  15. Optic neuritis
  16. Albinism (ocular or oculocutaneous)
  17. Coloboma
  18. Leber congenital amaurosis
  19. Stargardt disease
  20. Usher syndrome
  21. Anophthalmia
  22. Microphthalmia
  23. Retinal detachment
  24. Cone-rod dystrophy
  25. Hemianopsia
  26. Ocular toxoplasmosis
  27. Uveitis
  28. Keratoconus
  29. Achromatopsia
  30. Batten disease
  31. Congenital cataracts
  32. Stroke(CVA)

Ways OT can help: 

There are so many ways an occupational therapy professionals can help with vision needs. We have a full list with more examples below.

  • Adapt tasks and environments (contrast, lighting, positioning).
  • Use tactile, auditory, and kinesthetic compensatory strategies.
  • Incorporate vision-related goals into play, self-care, school, and leisure tasks.
  • Collaborate with vision specialists (e.g., Teachers of the Visually Impaired, Orientation & Mobility instructors).
  • Promote safe mobility through environmental modifications and task adaptations.
  • Build strength, balance, and core stability through play or movement-based interventions.
  • Support motor development with hands-on guidance and tactile cues.
  • Collaborate with physical therapists and orientation & mobility specialists as needed.
  • Encourage self-advocacy and confidence in movement through supportive, success-based activities.
  • Offer large print options
  • Work alongside a behavioral optometrist or vision rehabilitation professional like vision therapy
  • Training in various devices and supports in various environments
  • Work with a mobility specialist

 

 
These classroom accommodations are strategies to accomodate for visual impairments that limit learning or interfere with classroom participation.
 

 

Visual Impairment Accommodations for the Classroom

The fact is, vision impacts learning. When visual problems exist, it can be be helpful to next address what to do about those problems to maximize learning. Often times when vision is discussed as a concern, a parent or caregiver may push back saying that the child has had their vision checked, and that they can see fine. Despite education, and handouts, the parent still resists getting a more in-depth vision evaluation for their child. Now what? Good news is that there are some accommodations that can be made in the classroom to assist the child. These strategies are also great for kiddo’s who already have glasses but are still struggling.

What are accommodations for visual problems?

Accommodations are strategies set forth that allow a student to change the method of how learning happens. Accommodations for visual problems can address visual needs through changes in seating, presentation of visual information, test information, or classroom activities without modifying what is tested, completed, or taught.

The visual accommodations listed below are means for addressing visual problems without changing classroom expectations for learning.

Preferential Seating

Preferential seating means a lot of different things to every professional. Typically, it mean that the kiddo is placed at the front of the room, closest to the teacher where they can receive an increased level of support from the teacher. However, this is not necessarily the best for a child with vision deficits. There are a few keys points to preferential seating for kiddos with vision deficits that should be considered.

● Proximity to the board
● Direction in which the child is facing in relation to the board or main work area
● Level of visual distractions around the room including posters, boards and other children
● Is the goal of seat work and need for use of board to achieve completion of work?

Proximity to the Board

Being closest to the board is not necessarily the best position for a child facing vision challenges particularly if they are not acuity based in nature.

For instance, a child that is struggling with saccades and tracking may not succeed in a front and center position. This would challenge their eyes constantly to look in all directions for information. A better position for them would be to the left or to the right in the first 2-3 rows. This would limit the amount of tracking to either side that would need to be completed.

This position would also benefit a child with who struggles with filtering visual information and needs information to be limited on one side.

When recommending a seat based on proximity to the board, it is important to think about what challenges the kiddo is facing visually and to recommend a seat that promotes success.

Face the Front

Is the Child Facing the Board?

There are a lot of classroom set-ups these days that have children not facing the board or at an awkward angle. This is okay if the child is not expected to copy work from the board or utilize information from the main learning space.

When it doesn’t work, is when the child needs to utilize this information. It is best to have the child facing the board straight on or with a slight angle if they are not seated in the center. Limit turning of the head over 45 degrees to prevent eye strain and an increased chance of the child losing their place when copying.

There are times that it is appropriate to have the child’s back to the board and main learning space. I will get to that in just a moment.

Reduced Visual Distractions

Limiting visual distractions and over stimulation is a large part in helping kids with visual deficits. If there is too much information in front of them or around them, they are more likely to get lost visually, leading to more time needed to complete tasks and increases in errors when copying or missing written steps.

This is one of the few times that it is okay to have a child’s back to the board or main work area. Especially, if the child does not need to see the main area. Typically, this is the case for lower levels of education such as kindergarten through second grade, or when the curriculum begins to focus on board directed teaching.

Other ways to limit visual distractions are to keep the main learning space clear of extraneous posters, charts or decorations, along with conscious choices for seating the child. Having the child’s back to busy walls and a large portion of their peers can be helpful.

Most people think that windows are distractions for kiddos, but for a child with vision deficits, sitting near or facing a window can give a much needed visual “break” from stimulation. So don’t rule out a window seat yet!

Use these visual impariment accommodations to help kids with vision problems flourish in the classroom.

Increased White Space

Worksheets can be very overwhelming for a child with a visual deficit. They may have a hard time reading a busy worksheet, completing a math worksheet or miss parts of multi-step directions.

One way to help avoid this is to provide increased white space. White space refers to the amount of blank or void areas on a piece of paper. The higher the amount of white space, they less likely a child with vision deficits is to struggle.

This means limiting the number of math problems on a page from 6 to 3 for example. Or utilizing the Handwriting Without Tears lined paper versus traditional triple lined paper.

Sometimes changing the handout or worksheet is not an option and other strategies need to be utilized. The use of an extra sheet of paper to block out extra information can be helpful in creating the white space that is needed.

Decreased Visual Distractions

I touched on this in preferential seating section in regards to the overall placement of the child in the room. However, visual distractions can also come from items in the child’s work space. Distractions may include name tags, behavior systems, letter lines, a peer across from them and even work to be completed. These visual distractions may cause the kiddo to feel visually unorganized leading to the appearance of sloppy work and poor time management, and even signs of anxiety.

One way to help eliminate visual distraction within the workspace is to limit what is on the child’s desk. Keep the kiddo’s work space limited to a name tag and one other item. If other items are needed on the desk or workspace, have them arranged so that they are not in the child’s direct line of sight while working.

For instance, crayon boxes and utensils may be shared at a table or grouping of students. Have the items place to the left or right of the child so that their direct line of sight is clear.

Also limit that amount of ‘work’ that is place in front of the kiddo. I say ‘work’ lightly as most ‘work’ for kids are worksheets and craft projects. By presenting one item at a time, it can help the child’s visual space remain clear and help them stay visually organized and on task.

Visual Structure for Reading and Writing

Sometimes limiting visual distractions is not enough support for visual organization. Sometimes, the child needs even more structure to support successful learning patterns and work completion.

One strategy is to provide the child with graph paper to write on. This is very structured and provides concrete boundaries for letter orientation, sizing, and spacing. It also provides visuals for completing math problems in straight lines.

Other forms of visual structure include colored lines to indicate top and bottom of the lines for writing, along with highlighted “spacer” lines for completion of longer work.

Color coding can also be a helpful tool in providing visual structure for older children. It be as general as a different colored folders/notebooks for each subject to allow the child to quickly scan and find what they need, to as complex as writing parts of a math equation in different colors. Or even going as far as to writing the parts of a paragraph in different colors.

Visual structure can be as simple, or as complex as it’s needed to be to meet the kiddo’s needs.

Use these classroom accommodations to help kids with visual problems succeed in the classroom.

 

Each child is different and finding the right visual supports is a trial and error process that takes time and patience to work through. Evaluating the child’s weaknesses will help to determine the best supports and path for success in the classroom despite their visual challenges.

More resources that can help with understanding and advocating for visual impairments:

What is Visual Processing and Visual Efficiency?


Visual Saccades and Learning


What is Visual Tracking?


What is Convergence Insufficiency?

What if you suspect vision problems?

Now what?  When vision problems are suspected after a screening by the OT, it is best practice to refer the family to a developmental optometrist.


A developmental optometrist will complete a full evaluation and determine the need for corrective lenses, vision therapy or a home program to address vision concerns.


As occupational therapists, it is imperative that we rule out vision problems before treating handwriting or delays in visual motor integration, to ensure the best possible trajectory of development and success for the child.

Occupational Therapy Vision Screening Tool

Occupational Therapists screen for visual problems in order to determine how they may impact functional tasks. Our newest Visual Screening Tool is a useful resource or identifying visual impairments. Visual screening can occur in the classroom setting, in inpatient settings, in outpatient therapy, and in early intervention or home care.
 
This visual screening tool was created by an occupational therapist and provides information on visual terms, frequently asked questions regarding visual problems, a variety of visual screening techniques, and other tools that therapists will find valuable in visual screenings.
 
This is a digital file. Upon purchase, you will be able to access the 10 page file and print off to use over and over again in vision screenings and in educating therapists, teachers, parents, and other child advocates or caregivers.
 
 
 
 
 
 
 
Visual accommodations like preferential seating, facing the board, and other visual accommodations can help a student with vision problems succeed in the classroom.

Visual Impairments and Occupational Therapy

One thing about a visual impairment that we don’t often think of at first is the body awareness and orientation aspect. These areas can really impact functional skills, which our primary goal in occupational therapy. 

There are other things we want to consider as well when we work with the child with a visual challenge. These items are listed below and they can be part of our evaluation as well as treatment interventions. We’ll want to add these factors to our documentation of therapy treatment sessions when we are offering our accommodations or rehabilitation services because each area listed might impact quality of life and life skills.

Because the school based OT helps with the child’s educational performance and participation, these are areas we should be aware of when creating treatment plans.

  • Peripheral vision
  • Vision loss or level of challenge
  • Visual acuity
  • Low vision and resulting needs
  • Visual fields
  • Visual tracking
  • Visual attention
  • Visual memory

Occupational therapy Evaluation for Visual Impairment

Occupational therapy plays a key role in supporting individuals with visual impairments by addressing how vision affects daily function and participation. When working with children or adults with visual impairments, OTs consider several key areas as part of an OT evaluation: 

Visual Acuity

  • Clarity or sharpness of vision.
  • Affects reading, writing, recognizing faces, and seeing details in the environment.

Visual Fields

  • The entire area a person can see without moving their eyes or head.
  • Peripheral field loss can affect safety, mobility, and spatial awareness.

Visual Tracking (Oculomotor Skills)

  • The ability to follow a moving object or maintain focus on an object while the head moves.
  • Impacts reading fluency, copying from the board, and ball skills.

Visual Scanning

  • The ability to scan a space or environment efficiently.
  • Important for locating objects, navigating spaces, and reading.

Visual Attention

  • Focusing on relevant visual information while ignoring distractions.
  • Affects classroom performance, self-care routines, and task completion.

Visual Discrimination

  • Telling the difference between similar-looking objects, letters, or shapes.
  • Impacts handwriting, reading, and puzzles.

Visual Memory

  • Recalling visual information after seeing it.
  • Essential for spelling, following directions, and remembering routines.

Visual Figure-Ground

  • Distinguishing an object from a background.
  • Important for finding items in a cluttered space or reading text on a busy page.

Depth Perception

  • Understanding spatial relationships between objects.
  • Crucial for mobility, stairs, catching a ball, and pouring liquids.

Eye-Hand Coordination

  • Using visual input to guide fine motor tasks.
  • Affects handwriting, dressing, cutting, and feeding.

Visual Motor Integration

  • Coordinating visual perceptual skills with motor output.
  • Impacts drawing, writing, and tool use.

Occupational therapy plays a key role in supporting individuals with visual impairments by addressing how vision affects daily function and participation. When working with children or adults with visual impairments, OTs consider several key areas:

1. Visual Acuity

  • Clarity or sharpness of vision.
  • Affects reading, writing, recognizing faces, and seeing details in the environment.

2. Visual Fields

  • The entire area a person can see without moving their eyes or head.
  • Peripheral field loss can affect safety, mobility, and spatial awareness.

3. Visual Tracking (Oculomotor Skills)

  • The ability to follow a moving object or maintain focus on an object while the head moves.
  • Impacts reading fluency, copying from the board, and ball skills.

4. Visual Scanning

  • The ability to scan a space or environment efficiently.
  • Important for locating objects, navigating spaces, and reading.

5. Visual Attention

  • Focusing on relevant visual information while ignoring distractions.
  • Affects classroom performance, self-care routines, and task completion.

6. Visual Discrimination

  • Telling the difference between similar-looking objects, letters, or shapes.
  • Impacts handwriting, reading, and puzzles.

7. Visual Memory

  • Recalling visual information after seeing it.
  • Essential for spelling, following directions, and remembering routines.

8. Visual Figure-Ground

  • Distinguishing an object from a background.
  • Important for finding items in a cluttered space or reading text on a busy page.

9. Depth Perception

  • Understanding spatial relationships between objects.
  • Crucial for mobility, stairs, catching a ball, and pouring liquids.

10. Eye-Hand Coordination

  • Using visual input to guide fine motor tasks.
  • Affects handwriting, dressing, cutting, and feeding.

11. Visual Motor Integration

  • Coordinating visual perceptual skills with motor output.
  • Impacts drawing, writing, and tool use.

OT Considerations

  • Adapt tasks and environments (contrast, lighting, positioning).
  • Use tactile, auditory, and kinesthetic compensatory strategies.
  • Incorporate vision-related goals into play, self-care, school, and leisure tasks.
  • Collaborate with vision specialists (e.g., Teachers of the Visually Impaired, Orientation & Mobility instructors).

In addition to sensory processing and perceptual aspects, visual impairments often come with physical challenges that occupational therapists must consider. These physical issues can impact mobility, posture, coordination, and overall independence. Here are key physical areas related to visual impairment that OTs address:

Postural Control and Stability

  • Children or adults with visual impairment may adopt compensatory postures (e.g., tilting the head, leaning forward) to optimize remaining vision.
  • Poor postural control can affect sitting balance, endurance, and core strength, limiting participation in seated tasks like handwriting or meals.

Gait and Mobility

  • Visual impairment may lead to cautious, unsteady walking, wider stance, or shuffling.
  • Individuals may avoid movement altogether due to fear of falling, leading to decreased physical activity and muscle weakness.

Balance and Vestibular Integration

  • The visual system plays a large role in maintaining balance.
  • Without reliable visual input, individuals rely more heavily on vestibular and proprioceptive systems, which can be underdeveloped or dysregulated.

Motor Planning (Praxis)

  • Difficulty visualizing actions before performing them can lead to trouble with sequencing, initiating, or completing motor tasks.
  • This affects dressing, navigating environments, and tool use (like scissors or utensils).

Spatial Orientation and Body Awareness

  • Visual cues help us understand where we are in space and how to move around obstacles.
  • Visual impairment can lead to reduced spatial judgment, making tasks like reaching, climbing, or navigating stairs more difficult.

Delays in Gross and Fine Motor Skills

  • Infants and young children with visual impairments may miss out on visually-motivated movement (e.g., reaching, crawling, walking), leading to motor delays.
  • Fine motor skill development can also be impacted due to limited visual feedback.

Fatigue and Overuse

  • Individuals with visual impairments may experience increased fatigue due to constant physical and cognitive effort to compensate.
  • Overuse injuries (especially in the neck, shoulders, and hands) can result from repetitive adaptive strategies (e.g., leaning, squinting, using mobility aids).

Colleen Beck, OTR/L has been an occupational therapist since 2000, working in school-based, hand therapy, outpatient peds, EI, and SNF. Colleen created The OT Toolbox to inspire therapists, teachers, and parents with easy and fun tools to help children thrive. Read her story about going from an OT making $3/hour (after paying for kids’ childcare) to a full-time OT resource creator for millions of readers. Want to collaborate? Send an email to contact@theottoolbox.com.

Spatial Awareness Toys and Activities

by
Toys for spatial awareness

For kids that struggle with body awareness, position-in-space, and overall spatial understanding, spatial awareness toys are fun ways to develop a specific set of skills that impact function of every day tasks. Occupational therapy toys like these space-based play support development of these areas. Want to help kids become more aware of their body position, the space that they need to function, write, and perform tasks through play? Here we are talking spatial awareness toys!

Let’s talk toys to support spatial awareness skills.

Amazon affiliate links are included in this blog post. As an Amazon Influencer, I earn from qualifying purchases.

Spatial awareness toys and spatial awareness games to develop visual spatial skills.

Spatial Awareness Toys

In this post, we’ll cover a few different things:

  • Spatial Awareness Definition
  • Spatial awareness activities
  • An easy spatial awareness tool for handwriting
  • Spatial awareness toys

Kids are often motivated by play as a means to support development of skills. When games and toys develop skills in which they struggle, it can be meaningful and engaging for the child. They may not even realize they are developing those skill areas through play. Before we get to the toy ideas, let’s go over spatial awareness in more detail.

Spatial Awareness Definition

First, let’s cover the definition of spatial awareness. You might be thinking…ok, I know a child who might be having issues with awareness of space during functional tasks… But exactly what is spatial awareness?

The definition of Spatial Awareness is being aware of oneself in space. Incorporating body awareness, visual spatial skills, and orientation, spatial awareness involves positioning oneself and/or functional items (pencil, a ball, a bag of groceries, etc.) in relation to oneself and the world around.

Spatial awareness means several things:

  • Awareness of spatial concepts can look like reaching for items without overshooting or missing the object.
  • It can mean use of a map to navigate streets or a new middle school.
  • It can incorporate spacing between letters and words in handwriting.
  • It can mean navigating a crowded hallway while carrying a backpack and a stack of papers.
  • It might mean walking in lines in school or waiting far enough apart from other students so that each individual has their own personal bubble of space.

Being able to reason about the space around us, and how to manipulate objects in space, is a critical part of everyday life and everyday functional tasks. This specific skill allows us to safely cross a street, fold clothing, load the dishwasher, place objects in a locker, put together a piece of “some assembly required” furniture, and other functional cognitive tasks. And these skills are especially important for educational success in particular handwriting tasks, math, STEM, and science.

Most of us realize as we walk through a doorway that we need to space ourselves through the middle of the door.  Those with poor visual spatial skills may walk to closely to the sides and bump the wall.

Visual-spatial skills are used when a middle school or high school student uses a map to navigate a new school. Orienting yourself on the map and then relating that to the real world to make turns, movements in a large space takes a complex set of skills guided by visual spatial relations.

Spatial awareness skills also involve the fine motor tasks of coordinating handwriting with writing in spaces allowed on paper, placing letters within an area (lines), and forming letters in the correct direction.  

So what is spatial awareness? Let’s break it down even further…

Spatial awareness and spatial perception

Spatial Awareness can be broken into three areas, specifically related to spatial perception: position in space, depth perception, and topographical orientation.

  1. Position in Space– where an object is in space in relation to yourself and others. This skill includes awareness of the way an object is oriented or turned.  It is an important concept in directional language such as in, out, up, down, in front of, behind, between, left, and right. Children with problems with this skill area will demonstrate difficulty planning actions in relation to objects around them.  They may write letter reversals after second grade.  They typically show problems with spacing letters and words on a paper.  
  2. Depth Perception– Distances between a person and objects.  This ability helps us move in space. Grasping for a ball requires realizing where the ball is in relation to ourselves.  Kids with deficits in this area may have trouble catching a ball or walking/running/jumping over an obstacle. Copying words from a vertical plane onto a horizontal plane may be difficult and they will have trouble copying from a blackboard. 
  3. Topographical Orientation– Location of objects in an environment, including obstacles and execution of travel in an area.  Kids with difficulties in this area may become lost easily or have difficulties finding their classroom after a bathroom break.

Visual Spatial Skills develop from an awareness of movements of the body.  If a child has true visual spatial skills, they will likely demonstrate difficulties with athletic performance, coordination, and balance.  They may appear clumsy, reverse letters and numbers in handwriting, and may tend to write from right to left across a page.  They will have difficulty placing letters on lines, forming letters correctly, and forming letters with appropriate size.   

When kids struggle with the ability to perceive where they are in space…when children are challenged to identify how much room they need to navigate the world around them…These are all examples of spatial awareness skills.

What is spatial awareness and how does it relate to handwriting

Visual Perception and spatial awareness in kids. What is Spatial awareness and why do kids have trouble with spacing between letters and words, reversing letters, and all things vision. Great tips here from an Occupational Therapist, including tips and tools to help kids with spacing in handwriting.
Letter size and use of margins also fall under the term “spatial awareness”. Use these spacing tool ideas to support spatial awareness in handwriting.
What is spatial awareness? Tips and tools for handwriting, reading, scissors, and all functional skills in kids and adults, from an Occupational Therapist.
Visual Perception and spatial awareness in kids. What is Spatial awareness and why do kids have trouble with spacing between letters and words, reversing letters, and all things vision. Great tips here from an Occupational Therapist, including tips and tools to help kids with spacing in handwriting.
You can use a spacing tool to support spatial awareness skills in kids.

visual spatial relations activities

Addressing spatial awareness can occur with a handwriting spacing tool like the one we made, but other spacing activities can help with visual spatial relations, too. Try some of these activities:

  • Create an obstacle course using couch cushions, chairs, blankets, pillows, and other items in the house.
  • Try this activity for teaching over, under, around, and through with pretend play.
  • Create a paper obstacle course.  Draw obstacles on paper and have your child make his /her pencil go through the obstacles.  Draw circles, holes, mud pits, and mountains for them to draw lines as their pencil “climbs”, “jumps”, “rolls”, and even erases!
  • Write words and letters on graph paper.  The lines will work as a guide and also a good spacing activity.
  • Use stickers placed along the right margin of  to cue the student that they are nearing the edge of paper when writing.  
  • Highlight writing lines on worksheets.
  • Draw boxes for words on worksheets for them to write within.
  • Play Simon Says. Print off these Simon Says commands to target specific skill areas in therapy sessions or at home.
  • Practice directions.  Draw arrows on a paper pointing up, down, left, and right.  Ask your child to point to the direction the arrow is pointing.  Then have them say the direction the arrows are pointing.  Then create actions for each arrow.  Up may be jumping. Down may be squatting. The Left arrow might be side sliding to the left, and the Right arrow might be a right high kick. Next, draw more rows of arrows in random order.  Ask your child to go through the motions and try to go faster and faster.

spatial awareness Activities  

For more multisensory learning and hands-on play incorporating the development of spatial awareness skills, visit these blog posts:

Spatial Awareness Toys

This post contains affiliate links.

Looking for more tools to improve visual spatial awareness?  The toy ideas below are great for improving visual tracking and visual scanning in fun ways.  These toys, games, and ideas may be a great gift idea for little ones who have visual perceptual difficulties or problems with spacing and handwriting, body awareness in space, letter reversals, detail awareness, or maintaining place while reading.  

SO, save these ideas for grandparents and friends who might ask for gift ideas for birthdays and holidays.  These are some powerhouse spatial awareness ideas!

Spatial awareness toys and spatial awareness games for kids

  When working on spatial awareness in handwriting, kids can count the number of holes in the pegboard in this Construction and Building Toy. (affiliate link) Copy instructions to build 3D structures while working on spacing of pieces and awareness of details in this fun engineering toy. 

Mini erasers (affiliate link) as a spacing tool. Kids can write while keeping the small eraser on their desk. When they space out words, use the eraser as a measuring tool, just like our button buddy. You can also encourage them to finish their writing task and then go back and check over their work for spatial concepts with the eraser. 

Practice spatial awareness of the edges of the page by using a Clear Rulers. (affiliate link) Kids can place the ruler along the edge of the paper to know when to stop writing and to use as a visual cue. Sometimes kids try to squish a word in at the end of a line when there is not enough room. Line the ruler up along the edge and as they write, they can see that they are nearing the edge of the paper.     

Use a highlighter (affiliate link) to draw dots between each word, to provide a visual cue for spacing between words. You can also draw a line along the edge of the paper for a visual cue that the child is nearing the edge of the paper. 

Wooden Building Blocks Sets (affiliate link) are powerful ways to support spatial awareness development. Similarly, and great for targeting body awareness related to objects in the area around us, is this DIY cardboard bricks activity which children love.

Spatial Awareness Games

One study found that children who play frequently with puzzles, construction, and board games tend to have better spatial reasoning ability. 

To get the whole family in on a spatial reasoning game while working on placement of pieces, try IQ Twist (affiliate link) for a game of logic as you place pieces in this puzzle.

This related IQ Arrows game (affiliate link) develops spatial relations but is great for adding to an occupational therapy bag. Use the arrows in play dough to work on directionality with heavy work through the hands. Make mini fine motor obstacle courses and other spatial relations activities on a smaller scale.

Kanoodle (affiliate link) works on pattern recognition, spatial reasoning, and is a great way to practice spacing needed in handwriting.   

A toy like a geoboard allows a child to copy forms while counting out spaces of pegs. Try these Geoboards. (affiliate link)

Here are more spatial awareness games and specifically spatial reasoning games: These are Amazon affiliate links.

Toys for Body in Space Awareness

These toys specifically address body awareness and directional awareness to help with overall spatial awareness development. Position in space impacts functioning in daily tasks at home and in the community. This plays a part in social emotional development and overall confidence as well. When a child feels confident in their body in space awareness, they can navigate the world around them with ease.

And, in regards to handwriting, sometimes, spacing problems on paper have to do with difficulties with directional awareness.

Use Arrows (affiliate link) to start at the basics and practice naming left/write/top/bottom. Use them in whole-body movement activities where the child copies motions based on the arrow placement. Watch to make sure kids are not over stepping their allotted space. 

Use Wikki Stix (affiliate link) for spacing on paper with physical cues for margins and spacing. Use the wikki sticks to space between words and a “ball” of the wikki stick to space between words.

Position in Space Toys

What is spatial awareness? Use these activity suggestions from an occupational therapist.

More Occupational Therapy Toys

  1. Fine Motor Toys 
  2. Gross Motor Toys 
  3. Pencil Grasp Toys 
  4. Toys for Reluctant Writers 
  5. Toys for Spatial Awareness 
  6. Toys for Visual Tracking 
  7. Toys for Sensory Play 
  8. Bilateral Coordination Toys 
  9. Games for Executive Functioning Skills 
  10. Toys and Tools to Improve Visual Perception 
  11. Toys to Help with Scissors Skills 
  12. Toys for Attention and Focus

Printable List of Toys for Spatial Awareness

Want a printable copy of our therapist-recommended toys to support spatial awareness?

As therapy professionals, we LOVE to recommend therapy toys that build skills! This toy list is done for you so you don’t need to recreate the wheel.

Your therapy caseload will love these SPATIAL AWARENESS toy recommendations. (There’s space on this handout for you to write in your own toy suggestions, to meet the client’s individual needs, too!)

Enter your email address into the form below. The OT Toolbox Member’s Club Members can access this handout inside the dashboard, under Handouts. Just be sure to log into your account, first!

Therapist-Recommended ​
SPATIAL AWARENESS TOYS HANDOUT

​

    We won’t send you spam. Unsubscribe at any time.

    Colleen Beck, OTR/L has been an occupational therapist since 2000, working in school-based, hand therapy, outpatient peds, EI, and SNF. Colleen created The OT Toolbox to inspire therapists, teachers, and parents with easy and fun tools to help children thrive. Read her story about going from an OT making $3/hour (after paying for kids’ childcare) to a full-time OT resource creator for millions of readers. Want to collaborate? Send an email to contact@theottoolbox.com.

    Visual Tracking Tips and Tools for Treatment

    by

    Here we are covering all things visual tracking, including what visual tracking means, how to improve visual tracking skills, and visual tracking toys to support development of this visual processing skill.

    Amazon affiliate links are included in this blog post. As an Amazon Influencer, I earn from qualifying purchases.

    Visual Tracking toys and tools to improve visual fixation, visual tracking, visual saccades, in handwriting, reading, and so many functional daily tasks and skills in kids.

    What is Visual Tracking

    Visual tracking is typically defined as the ability to efficiently move the eyes from left to right (or right to left, up and down, and circular motions) OR focusing on an object as it moves across a person’s visual field.

    This skill is important for almost all daily activities, including reading, writing, cutting with scissors, drawing, and playing.  According to typical development of visual processing, the ability to visually track objects emerges in children around the age of five.  

    Reading a paragraph without losing their place, copying a list of homework from the chalkboard, misalignment of vertical and horizontal numbers in math problems, confusion in interpreting written direction, mixing up left/right, persistent letter reversals…Does any of this sound familiar? It’s all visual tracking!  

    Vision and visual tracking are tasks that happen without us even realizing.  The brain and it’s jobs is an amazing thing and our eyes are moving, tracking, scanning, focusing, pursuing, and accommodating without us even realizing.     There are many ways to work on visual perception in playful and creative ways.

    Related is the visual figure ground piece, which allows us to pull visual information from a busy background, and track that visual input.  

    visual tracking exercises

    Visual Tracking Exercises

    Using visual tracking exercises like the one described below can be a powerful way to use eye exercises to improve vision in kids. These are the visual skills needed not for visual acuity, but rather, those unseen visual problems that impact visual processing skills.

    Visual tracking exercises can include vision therapy activities that improve areas such as visual saccades or smooth visual pursuit.

    Difficulties in Visual Tracking

    You might see problems with these tasks if a child has difficulty with visual tracking:

    • Losing place when reading.  Re-reads or skips words or lines.  
    • Omits, substitutes, repeats, or confuses similar words when reading.
    • Must use finger to keep place when reading.
    • Poor reading comprehension.
    • Short attention span.
    • Difficulty comprehending or remembering what is read.
    • Confusion with interpreting or following written directions.
    • Writing on a slant, up or down hill, spacing letters and words irregularly.
    • Confusion with left/right directions.
    • Persistent reversals of letters (b, d, p, q) when naming letters.
    • Reverses letters when writing (persistent reversals after 2nd grade.)
    • Errors when copying from a chalkboard or book to paper.
    • Misalignment of horizontal and vertical series’ of numbers in math problems.

    Also related to visual tracking and very similar while being involved in many of these problem areas, is visual scanning.  

    It is important to note that not all of these difficulties indicate a true visual tracking and or visual scanning problem.  For example, many children demonstrate poor reading comprehension and may show a short attention span while not having visual scanning problems.  

    All children should be evaluated by a pediatric physician, behavioral optometrist, and occupational therapist to determine true visual processing and visual tracking or visual scanning deficits.  These recommendations are meant to be a resource.    

    Visual Tracking toys and tools to improve visual fixation, visual tracking, visual saccades, in handwriting, reading, and so many functional daily tasks and skills in kids.

    Visual Tracking Activities

    Today, I’m sharing an easy visual tracking activity that will help kids with many functional difficulties.  This post is part of our new series where we are sharing 31 days of Occupational Therapy using mostly free or inexpensive materials.

    Today’s activity should cost you at most $2 unless you already have these items in your craft cupboard or office supplies.  Add this activity to your treatment bag for multiple activities.  Read on:

    Amazon affiliate links below.

    This Visual tracking activity is easy to set up.  Gather recycled bottle caps.  I used round dot labels (affiliate link) from our office supplies to color the inside of each cap.  You could also use a marker or paint to color the bottle caps.  Use what you’ve got on hand to make this treatment activity free or almost free!   Next, gather matching crafting pom poms. (affiliate link)  These can be found at the dollar store for and inexpensive treatment item.    

    visual tracking activities

    Skills Related to Visual Tracking

    It’s important to mention that there are several skills related to visual tracking. These sub-areas should be identified as a piece of the overall puzzle. Areas related to visual tracking play a role in the eyes ability to fixate on an object and follow it as it moves. These skills include:

    • Visual fixation
    • Peripheral tracking
    • Visual pursuit

    Visual Fixation Activity: (Maintaining vision on an item in the visual field) Work one eye at a time.  

    1. Have your child close one eye and place a colored crafting pom pom onto a matching bottle cap.  They need to use one hand to place the pom pom into the corresponding bottle cap and not move bottle caps around on the table.
    2. After the child has filled all of the bottle caps using one eye, repeat the task with the other eye.  
    3. Then complete the activity using both eyes.    
    4. You can also do this activity by placing the label dots on a paper. Match the bottle caps onto the dots. 

    Visual Stare Activity (the amount of time the eyes can fixate on an object without eye movements)

    1. Hold up one bottle cap on your nose.
    2. Ask your child to sit about 18 inches from you and stare at the bottle cap.  Note their eye movements as they stare.  
    3. Keep track of time that the child can stare at the target without visual saccades (eye movements).

    Peripheral Tracking Activity (visually tracking from the peripheral visual fields)

    1. Arrange the bottle caps on the table.  
    2. Place a pom pom in the center of the table, with the bottle caps all around it.  
    3. Ask your child to stare at the pom pom. While keeping their head still and only moving their eyes, ask them to quickly find a bottle cap with the same color.  
    4. Ask them to scan to another bottle cap of the same color until they’ve found all of the caps with that color.  
    5. You can add a level to this task by writing letters or numbers in the bottle caps and asking the child to find letters in order or numbers in order.

    Visual Tracking Pursuit Activity (watching and tracking a moving object)

    1. Set one bottle cap on the right side of the table.  
    2. Place another at the left side.  
    3. The adult should blow a crafting pom pom from the right to the left and ask the child to follow the pom with his eyes, without moving their head.
    4. Repeat by blowing the pom pom from the left to the right, front to back, and back to front in front of the child.

    Visual Tracking Tracing Lines (Watching a pencil line as it is formed, and following the line with eye-hand coordination to trace with a pencil or marker)

    1. Set one vertical row of bottle cap on the left side of the child.  
    2. Place another vertical row on the right side.
    3. The adult should draw a line from one bottle cap on the left side to a matching bottle cap on the right side.  
    4. Instruct the child to follow the pencil as you draw.  Nest, trace the line with your finger.  
    5. Ask the child to trace the line with their finger.  
    6. They can then trace the lines with a pencil or marker.
    Visual Tracking toys and tools to improve visual fixation, visual tracking, visual saccades, in handwriting, reading, and so many functional daily tasks and skills in kids.

    More eye tracking Strategies

    • Complete mazes
    • Do puzzles.
    • Use a newspaper or magazine article.  Ask your child to highlight all of the letter “a’s”.
    • Draw or paint pictures.
    • Place a marble in a pie pan.  Rotate the pan around and watch the ball as it rolls. Don’t move your head, only your eyes!
    • Find as many things shaped like a a square in the room.  Repeat the activity, finding all of the circular shaped items in the room.
    • Play “I Spy.”
    • Dot-to-dot pictures.
    • Play balloon toss.
    • Use tracing paper to trace and color pictures.
    • Trace letters with chalk.
    • Play flashlight tag on walls and ceilings. The adult an child each holds a flashlight. As the adult shines the light on walls, the child keeps their light superimposed on top of yours. Start with simple strait lines.  Then add curved lines, then a circle.  Tell them what you are drawing next.  Advance the activity by drawing shapes without telling them what you are doing next.
    • Play with wind-up cars.
    • Create a race track on the floor. Follow cars with your eyes.
    • Roll a ball between you and the child.  Roll from left-right, right-left, front-back, back-front, and toss the ball.

    Visual Tracking toys and tools to improve visual fixation, visual tracking, visual saccades, in handwriting, reading, and so many functional daily tasks and skills in kids.

    Visual tracking Toys

    Looking for more tools to improve visual tracking?  The toys below are great for improving visual tracking and visual scanning in fun ways.  These toys, games, and ideas may be a great gift idea for little ones who have visual perceptual difficulties or problems with visual tracking and handwriting, body awareness in space, letter reversals, detail awareness, or maintaining place while reading.  

    SO, save these ideas for grandparents and friends who might ask for gift ideas for birthdays and holidays.  These are some powerhouse visual tracking ideas!

    Use Pattern Blocks and Boards (affiliate link) to work on visual fixation of shapes and sizes of shapes. 

    This Wooden Tangram Puzzle (affiliate link) has many different shapes and forms that can be copied from instructions. Copying from a diagram is a great way to practice visual tracking.

    For younger kids, this Wooden Stacking Toy encourages tracking for color sorting.  Try some of our pom pom activities that we discussed above!

    Mazes are excellent for fostering and building on visual tracking skills. Particularly those that involve a moving ball such as a Marble Run (affiliate link)
    or a labrynth (affiliate link).

    Watching a ball or moving object that is thrown around a room (like a balloon) is a great way to work on tracking in a big area. These Sportime Sensory Balls SloMo Balls (affiliate link) are lightweight and move more slowly than a typical ball, allowing kids to visually track the bright color. These are very cool for games of toss and rolling in all planes and directions. Use them to address peripheral tracking as well. 


    A flashlight can be used in so many visual tracking activities. Shine the light on words or letters taped to walls. Play “I Spy” in a dark room, shine shapes like this flashlight (affiliate link)can for visual tracking and form tracking.

    More visual Tracking Toys

    These visual tracking toys are Amazon affiliate links.

    Also check out these other top occupational therapy toys:

    1. Fine Motor Toys   
    2. Gross Motor Toys 
    3. Pencil Grasp Toys 
    4. Toys for Reluctant Writers 
    5. Toys for Spatial Awareness 
    6. Toys for Visual Tracking 
    7. Toys for Sensory Play 
    8. Bilateral Coordination Toys 
    9. Games for Executive Functioning Skills 
    10. Toys and Tools to Improve Visual Perception 
    11. Toys to Help with Scissors Skills 
    12. Toys for Attention and Focus 

    Printable List of Toys for VISUAL TRACKING

    Want a printable copy of our therapist-recommended toys to support visual tracking skills?

    As therapy professionals, we LOVE to recommend therapy toys that build skills! This toy list is done for you so you don’t need to recreate the wheel.

    Your therapy caseload will love these VISUAL TRACKING toy recommendations. (There’s space on this handout for you to write in your own toy suggestions, to meet the client’s individual needs, too!)

    Enter your email address into the form below. The OT Toolbox Member’s Club Members can access this handout inside the dashboard, under Handouts. Just be sure to log into your account, first!

    Therapist-Recommended ​
    VISUAL TRACKING TOYS HANDOUT

    ​

      We won’t send you spam. Unsubscribe at any time.
      Visual Tracking toys and tools to improve visual fixation, visual tracking, visual saccades, in handwriting, reading, and so many functional daily tasks and skills in kids.

      Fine Motor Skills with Building Blocks

      by
      Stacking blocks milestones

      As a pediatric occupational therapist, I’ve used wooden building blocks in occupational therapy many times. For my own children, I’ve used regular wooden blocks as a fine motor tool too! In fact, building with blocks is a fine motor skills that kids need in order to fine motor development many, many, (MANY) times. Wooden blocks are a tool that are used for development of goal progression in treatment activities and in assessment of fine motor developmental level.  They are used in visual perceptual skills, and are the perfect open-ended play item. 

      Fine motor skills with blocks

      Occupational therapy practitioners use block toys to support fine motor skills and visual motor skills.

      How to Support Fine Motor Skills with Blocks

      Also be sure to check out our activity using cardboard bricks as a tool for developing many areas.

      Fine motor development with blocks

      Blocks are a great toy for development because you can use different types of blocks for different ages.

      Many parents ask “is stacking blocks a fine motor skill?” The answer is YES!
      As a Mom and OT, I’ve made sure my kids have a lot of wooden blocks (and a couple of varieties of toddler large blocks of the foam and plastic blocks, too!)

      Today, I’m sharing how to use wooden blocks in fine motor skill development with kids…all while they play and don’t even realize their fine motor skills are being assessed or worked on! This is a great way to address skills for children and adults…anyone who needs to work on fine motor skill development.

      Fine motor skills building blocks for kids

      Stacking blocks supports grasp development with various grasp patterns.

      Fine Motor Skills and Building Blocks


      Full disclosure: This post contains affiliate links.

      Stacking blocks is a fine motor skill. And, when children stack blocks, they develop and refine fine motor skills. Check out the list of benefits of playing with blocks that are described below. Each area of development can be developed using a set of building blocks.

      Looking at various building blocks from the perspective of an occupational therapist, my favorite wooden blocks are Melissa and Doug Wood Blocks Set.  The set is huge and comes with a variety of bright colors in solid wooden blocks, which are sized just right to help kids build fine motor skills.

      Fine motor skills and building blocks go hand-in-hand…literally! There are SO many benefits to playing with blocks. Let’s break down all of the benefits of playing with blocks…

      Benefits of playing with blocks include development of fine motor skills, gross motor skills, visual motor skills, and more.

      There are many benefits of building blocks!

      Benefits of Playing with Blocks

      1. Building with blocks help kids develop grasp- From the time toddlers can grasp a block with their whole hand, grasp development begins. Blocks are a fine motor power tool when it comes to working on grasp development! Read below for the specifics of small kids playing with blocks. By picking up on block, manipulating it in the hand, and placing it on a stack of blocks, children progress from a gross grasp to a radial palmer grasp and then to a digital palmer grasp, followed by a tip-to-tip grasp using the pointer finger and thumb.

      Check out this developmental checklist for more information.

      2. Building with blocks helps kids develop graded fine motor skills- As small children progress through typical grasp progression, they begin to gain more control over those motor skills. This occurs on a stability basis (use of the core and shoulder to stabilize the arm) and on a dexterous basis (precise, small, and graded movements of the fingers). By gaining these skills, children are able to pick on one block from a stack without toppling the entire block tower. They are also able to place a block onto a stack of blocks without knocking over the entire tower. These graded movements are essential for precision and dexterity in functional tasks as children gain a sense of personal awareness and how their body moves through space in order to pick up and manipulate objects.

      This blog post on fine motor precision and graded release explains more on this skill and has a fun fine motor activity to develop graded precision in fine motor skills.

      3. Building with blocks helps children develop eye-hand coordination- From a very young age, when babies develop the ability to see and move their arm to reach for a block, those eye-hand coordination skills are beginning to develop. Visual motor integration is a main piece of the visual processing skills puzzle, and coordinating movements with visual information is essential for so many functional tasks in learning and play. Catching a ball, writing with a pencil, cutting with scissors, are just a few examples of eye-hand coordination tasks that rely on the baseline skills developed from a young age. Toddlers can manipulate and build with blocks while developing this skill through play. Stacking, knocking blocks over, building a block train, making towers, and using blocks in constructive play are powerful tools to developing eye-hand coordination skills.

      Like blocks, there are many toys to promote eye-hand coordination.

      4. Building with blocks helps children develop bilateral coordination– Establishing a hand dominance and laterality is an important fine motor skill that transfers to tasks like writing with a pencil and holding the paper with the nondominant hand. Another example is mastering a zipper while stabilizing the material with the other hand. Still another example of bilateral coordination is cutting with scissors while holding and manipulating the paper with the nondominant hand. All of these tasks requires one hand to manipulate objects with more precision and dexterity while the other acts as a stabilizer. Building with blocks builds bilateral coordination as children stabilize a stack of blocks with one hand and use the other hand to release a block at the top of the stack with graded precision.

      Here are more bilateral coordination activities that develop this essential motor skill.

      5. Building with blocks helps children develop motor planning skills– Motor planning is a physical action that requires observing and understanding the task (ideation), planning out an action in response to the task (organization), and the act of carrying out the task (execution). Building with blocks is a great way to build these sub-skills as kids attempt to build with blocks to construct with blocks.

      Here is more information on motor planning in kids.

      6. Building with blocks helps children integrate the proprioceptive sense– Proprioception is one of our sensory systems that focuses on awareness of how one’s body moves through space, and how much effort is needed to move in certain ways. The proprioception system receives input from the muscles and joints about body position, weight, pressure, stretch, movement and changes in position in space.  Our bodies are able to grade and coordinate movements based on the way muscles move, stretch, and contract. Proprioception allows us to apply more or less pressure and force in a task. Instinctively, we know that lifting a feather requires very little pressure and effort, while moving a large backpack requires more work.  We are able to coordinate our movements effectively to manage our day’s activities with the proprioceptive system.  The brain also must coordinate input about gravity, movement, and balance involving the vestibular system. Building with blocks is a great way to develop and refine this skill. How much effort is needed to pick up a block and place it in a specific spot without moving other blocks while building a tower of blocks or a block building?

      To take this a step further, use larger blocks that require gross motor skills, and more awareness of proprioception skills. Here are DIY cardboard blocks that we’ve made for this very purpose.

      Here is more information on proprioception activities.

      7. Blocks help children integrate midline awareness– Crossing midline can be developed from a young age when playing with blocks. This is a great way for babies and toddlers to work on crossing midline, by reaching for blocks, building, and creating.

      Here is more information on crossing midline.

      8. Blocks help children develop visual motor skills- Visual motor skills (and visual motor integration) are needed for coordinating the hands, legs, and the rest of the body’s movements with what the eyes perceive.  Visual  motor skills are essential to coordinated and efficient use of the hands and eyes. Visual motor integration is a skill we require for functioning. There is more that plays into the integration of visual motor skills into what we do and how we use our hands in activities. Building with blocks helps children develop skills in visual perception, eye-hand coordination, and visual processing skills play a part in the overarching visual motor skill development so we can perceive and process visual information and use that information with motor skills to manipulate and move objects in tasks and activities.

      By building with blocks, areas like form constancy, visual attention, visual discrimination, spatial relations, visual memory, visual sequential memory, and visual figure ground are developed in accordance with eye-hand coordination, and visual efficiency.

      Here is more information on visual motor skills.

      9. Building with blocks develops learning too! Beyond fine motor skills, building with blocks helps kids develop other skills too. What will your toddler learn by picking up Wood Blocks Set, placing them into a container, and stacking towers? (Among other skills):

      • Cause and effect
      • Problem solving
      • Spatial awareness
      • Copying a design or visual prompt
      • Problem solving
      • Math: patterns, sizing, spatial concepts
      • Literacy 
      • Manipulation
      • Depth Perception

      Here are more ways to use blocks to build skills in babies and toddlers.

      By stacking blocks developmental milestones are created in children.

      Did you know there are developmental milestones for stacking blocks?

      Building Blocks and Development

      From developing a palmer grasp transition to a radial grasp to a tripod grasp and precision with graded release of motor skills, building with blocks help kids develop so many skills.  For today’s activity, we pulled out the one inch square blocks from the set and we used classic Alphabet blocks.  (This set has been chewed on and played with by all four of my kids so they look well loved aka have chew marks!) 

      First up in developing fine motor skills with wooden blocks is the grasp. This is important in fine motor skills in toddlers. Blocks, for toddlers are a fine motor tool that builds on so many areas.

      Stacking blocks milestones

      There is a developmental progression of playing with blocks…aka stacking blocks milestones.

      Stacking Blocks milestones

      One resource that is helpful for occupational therapy providers and parents is knowing stacking blocks milestones. This is because we can help kids achieve fine motor and visual motor skills through play based on the level they are at and based on their age.

      We’ve listed the progression of stacking blocks and included the typical age after each task.

      The developmental ages of this progression are as follows:

      1. Grasps a block with whole fist, lifting it off a table surface without dropping: 5 months
      2. Grasps a block with all fingers: 6 months
      3. Drops one block when given another: 6 months
      4. Brings hands together when holding a block: 6 months
      5. Grasps a block between the thumb, pointer finger, and middle finger (radial-palmer grasp): 7 months
      6. Transfers a block from one hand to the other: 7 months
      7. Bangs to wooden blocks together with both hands: 9 months
      8. Grasps a block between the thumb, and the pads of the pointer and middle fingers with space between the block and the palm (radial-digital grasp): 11 months
      9. Places wooden blocks into a container: 11 months
      10. Builds a tower of three wooden blocks given a visual example: 15-16 months
      11. Copies and builds a tower of 5 blocks: 19-20 months
      12. Copies and builds a tower of 6 blocks: 21-22 months
      13. Builds a tower of 8 blocks: 25-26 months
      14. Copies a four block “train”: 29-30 months
      15. Builds a 10 block tower: 29-30 months
      16. Copies a three block pyramid or “bridge”: 31-32 months
      17. Copies a four block “wall”: 35-36 months
      18. Builds “steps” using six blocks: 51-52 months
      19. Builds a six block pyramid: 53-54 months

      Stacking blocks milestone development happens in natural play. Some ways to foster this skill include:

      • Modeling shapes and using them in floor play.
      • Using block creations in pretend play with small toys, and using toys that the child prefers like specific cars and figures.
      • Starting with easier block forms and then working up to more complicated forms.
      • Using a picture example of block forms (available in The Membership Club).

      The one thing to keep in mind about all of these activities listed below is to consider DIR Floor Time. Blocks are a natural tool to use in this technique because most often, blocks are used on the floor.

      Step 1- Make a block line.

      This might look like making a single line of blocks in a pretend play activity. You can tell the child that you are making a fence for animal figures or a house for doll figures. They might join in and help you build the line of blocks. If not, invite them! When you are making a line of blocks the goal is to make the blocks touch but not knock over or push blocks when setting them up. You also want to make sure there isn’t too much space in between the blocks or if the blocks don’t line up in a straight line. This is a great fine motor coordination activity and wonderful floor play.

      The block line is horizontal on the floor and there is not height to the line of blocks.

      Step 2- Stacking blocks: After you place blocks in a line you can work on stacking one block on top of another block. When you move to stacking two blocks, you have a few other components happening that require more developmental progression of fine motor and visual motor skills:

      • Grasp pattern and type on the block- As grasp is developed, you’ll see more precision and dexterity meaning more complex block designs and stacking.
      • Arch development for refined motor skills of the hand
      • Thumb web space which is needed for precision in grasp and release. If you see a child holding the block with a closed web space and little precision in the distal joints of the thumb and index fingers, you’ll see less graded precision in both placement and release of the fingers on the block.
      • Stable wrist needed for proximal support and distal mobility. When the wrist is in a flexed position, you don’t see as much dexterity and refined movements. The neutral wrist positioning with slight extension in the wrist is key.

      Step 3- Make a block train. To move from a line of blocks to creating a block wall in progression, we can ask the child to copy a block train. This is a combination of a line of blocks with two stacked blocks to create the stack of the train. Typically, you’ll want to do this step after stacking two blocks because of the combination of skills.

      Step 4- Begin stacking blocks. After you have a block train, you can create higher and higher stacks of blocks. The more blocks you add to the stack, the more precision skills and graded release of the hands (arch development, grasp, eye hand coordination, and open thumb web space). More blocks require more precision, because of the placement of the blocks on a higher stack of blocks. If the wrist isn’t stable or the distal joints of the fingers aren’t mobile, you’ll see less precision in placement.

      Step 5- Make a block wall. For this stage you want to stack up two or more lines of blocks to make a wall. Start with just two levels and work up from there. You can tell the child that you are making a wall for a castle or a house. The goal here is to stack the blocks with precision to place the blocks on top of one another and not over placing the block so that it’s not stacked up on the bloc below it. You also want to make sure their blocks are not going over the edge so that you end up with a leaning wall. This can be more challenging for little ones, especially when it comes to precision in placing the block and in graded release of the block in its place in the wall.

      Step 6- Make a block pyramid. For this stage of stacking blocks milestones this stage requires more complex fine motor precision and visual motor skills. There is a combination of placement of the blog in a line with aligning blocks to the one beside it as well as on top of the block below it in the stack. Additionally, there is placement of the blocks with shift to create steps on each side of the block pyramid.

      From here, we can create higher and higher block pyramids.

      Activities to Reach Stacking Blocks Milestones

      So, now that you know the ages that kids can typically stack blocks, let’s talk about how to support these skills with different block activities.

      We love using alphabet blocks because you can incorporate different areas of learning like letter identification, form constancy (different letter fonts are on the different sides of the blocks), and handwriting.

      Babies can develop the fine motor skill of a Radial palmer grasp with a wooden block

      A baby can hold blocks to work on grasp and release.



      This Radial Palmer Grasp of wooden block is a beginning grasp in toddlers.

      By playing with blocks from a young age, children can develop fine motor skills including a digital palmer grasp

      Older kids can use the same size letter blocks to work on in hand manipulation and eye hand coordination skills.


      After a radial palmer grasp, children progress to using a Digital Palmer Grasp of a Wooden Block. When children progress in development is the digital palmer grasp of holding a block, fine motor skill development speeds up fast.  By holding a block with the pads of the thumb and pointer and middle fingers, kids are working on the in-hand manipulation skills they will need for manipulating a pencil.  Make it fun while working on this area: Spin the block around with the tips of the fingers.  

      How does rotation in the hand help with functional skills?  You need simple and complex rotation to complete these tasks:

      • Rotating a pencil when re-positioning while writing
      • Opening a toothpaste lid
      • Turning a paper clip
      • Turning knobs
      • Rotating the dial of a combination lock
      These block stacking games and block activites can help kids develop skills.

      Use colored blocks in block stacking games in OT sessions.

      Block Stacking Games


      Now that you’ve read through the benefits of playing with blocks, and the stacking block milestones that impact fine motor skills in children, let’s cover ways to play with blocks while building these essential skills.

      While stacking blocks and knocking them down are a fantastic way to help small children build essential skills, there are so many more ways to play with blocks, too.

      These block stacking games and block activities can be used for fun block ideas while building skills at home or in occupational therapy sessions.

      1. With my toddler, we used the blocks to build small towers.  So, how can you make this a fun activity?  Usually, just playing with your kiddo and showing them how to build  a tower and knock down a tower makes building with blocks fun at this age. 
      2. These Alphabet blocks are great for working on rotation of the fingers.  Have your child look for specific shapes and letters on the sides of the blocks.

      3. Add small toys like animal figures.  Have the animals walk up and down the block steps. 

      4. Add play dough.  Have the child create “mortar” using the play dough between each block.

      5. Create a train track and push coins around a masking tape track.

      6. Build a wall to divide animal figures into a miniature zoo.

      7. Build a small bridge for small doll or animal figures.

      8. Build a pyramid and place a coin on each level.

      9. Sort the blocks into piles according to shape or color. Create patterns with colors or shapes. Make lines of the blocks and see which line has the most.

      10. Build blocks in water. Use foam blocks or plastic blocks in a low tray of water. How does the water impact stacking? Can you add soap foam? What happens then? There is so much cause-and-effect happening with water and block play! Here you can see how we used water and foam blocks for fine motor skills.

      Let your child use their imagination!  The best thing about blocks are the open ended-ness that happens when playing.  You can create houses, roads, animals, and any imaginative scene possible with just a set of blocks!

      Use these copying block designs occupational therapy activities to help kids develop skills

      Copying Block Designs in Occupational Therapy

      Beyond the fine motor skills listed above, there are visual motor skills that develop as well. This was covered briefly above, but to expand, copying block designs in occupational therapy is a skill that builds visual motor and visual perceptual skills needed for handwriting, reading, math, finding items like a utensil in a drawer, and so much more.

      When children copy block designs, occupational therapists are working on areas such as spatial awareness, visual discrimination, visual attention, visual sequential memory, visual memory, form constancy, position in space, and other areas.

      From top right and going clock-wise: 3 block pyramid or bridge, wall, pyramid, steps, and train.  

      You can also include the colored blocks to work on skills.

      Copying specific shapes works on the eye-hand coordination, grasp, precision, and visual perceptual skills needed for functional tasks like handwriting, cutting with scissors, manipulating small items, managing clothing fasteners, and tying shoes, among so many other tasks.    

      Development of fine motor skills using wooden blocks

      To make copying shapes with blocks fun, try these ideas:

      1. Build a block design alongside the child.

      2. Build a block design using only one color of blocks.

      3. Build a block design and then cover it with a small dishtowel. Can the child remember the design and build the same design?

      4. Build a design and describe the blocks positions. Is one color on top or next to another? Use positioning words like next to, above, below, beside, to the left, to the right, etc.

      5. Build bridge block designs and use small figures to cross the bridges.

      6. Use different types of blocks. Try using LEGO, duplo blocks, rock blocks, or other three dimensional shapes. The part to focus on is coping forms in the three dimensional aspect, regarding position in space. There are so many different types of blocks on the market that work well for developing these skills.

      7. Try building a small block form and then drawing it on paper.

      8. Play “What’s Missing”. Build a block design and ask the child to look at the design for 20 seconds. Then, cover the design with a small dishtowel and remove one or more of the blocks. Can the child then look at the block design and figure out what is missing?

      9. Make and build- Use colored paper to cut small squares that match the blocks you have in your set. Students can use the paper to “build” a two dimensional block design on paper or on the table top. Then, use real blocks to copy the paper design. This is an exercise in spatial concepts as students need to figure out any blocks that are out of view to hold up the block design.

      10. Build block designs in a window or in a sunny place where the design creates a shadow. A flashlight or small lamp could also work as well. Then, place a piece of paper alongside the block design. Ask students to trace the shadow outline.

      11. Create block forms that resemble real-life shapes, figures, and other relatable objects. Kids can copy block forms that resemble their favorite animals, people, and things like ice cream cones, presents, toys, vehicles, etc.

      Block activities for helping kids learn and develop motor skills

      Looking for more block activities?  

      Pair block building with a children’s book in this Ish Block Activity.

      This Fractions with KORXX Block activity is a great hands-on math activity using blocks to challenge children who are learning fractions.

      Use blocks and rubber bands to work on hand strength. Children can copy simple forms and connect them together using rubber bands.

      A Building Block Maze Activity focuses on gross motor skills and builds spatial awareness skills as well as body awareness and self-awareness to position in space.

      This Building Tens Castles is a nice way to help preschool and kindergarten aged students with the concept of tens and place value as they group blocks into groups of tens.

      This Word Family BINGO! challenges kindergarten and first grade students to build words by using blocks. It’s a hands-on learning activity that also develops visual perceptual skills, and visual scanning.

      A Building Block Addition Towers helps students with math concepts.

      Letter matching with this Superhero Alphabet Matching Activity uses blocks to work on letter awareness, recognition, as well as visual perceptual skills.

      This Sight Word ABCs with Blocks allows younger elementary school children to work on sight words as well as visual perceptual skills, eye-hand coordination, and motor planning.

      For a gross motor activity that gets kids moving, use blocks to work on letters and sounds with this Letter Sound Scavenger Hunt.

      Symmetrical awareness is a test of visual discrimination, form constancy, and visual memory. Work on symmetry with this Symmetry with Building Blocks activity.

      This word building activity focuses on Building CVC words with Blocks and challenges children with visual perception and visual motor skills.

      Working on visual attention, visual memory, and visual discrimination is easy with a block activity like this Making Patterns with Building Blocks idea.

      Our favorite block ideas: 

      hand strengthening activity

      Blocks and rubber bands for hand strength

      Block activity with the children's book Ish

      Ish book block activity

      grasp strength with blocks

      Develop spherical grasp and cylindrical grasp with blocks.

      Visual perception with blocks

      Use Korxx blocks to work on visual perception.

      preschool block activities for learning

      Preschool learning activities with blocks

      How do you like to play with blocks?  Have you tried working on fine motor skills using wooden blocks?  Let us know!

      Colleen Beck, OTR/L has been an occupational therapist since 2000, working in school-based, hand therapy, outpatient peds, EI, and SNF. Colleen created The OT Toolbox to inspire therapists, teachers, and parents with easy and fun tools to help children thrive. Read her story about going from an OT making $3/hour (after paying for kids’ childcare) to a full-time OT resource creator for millions of readers. Want to collaborate? Send an email to contact@theottoolbox.com.

      Visual Noise and Learning

      by
      Visual noise in the classroom

      In this post you will be discovering how to create a calm classroom, specifically tips to avoid the visual noise that distracts learning in the school environment. Classroom décor and organization can directly effect the engagement level of children in any classroom or learning space. When the environment is too visually stimulating, a student’s ability to focus becomes difficult. Keeping children’s attention can become frustrating. When a classroom environment that is soothing and organized is created, children are better able to stay engaged. In this blog, you will learn about the three different ways to make your classroom visually calm. 

      Visual noise in the classroom

      What is Visual Noise?

      When working with children, teachers think about all of the colors of the rainbow, and want to make classrooms bright and cheery. So many classroom theme sets have fun colors, bright designs, and patterns, contrasting bulletin board boarders, etc. Many believe that having a colorful classroom will keep children interested and engaged. 

      Visual Noise is just that: a visually distracting, or “noisy” visual scene in the classroom. A lot of teachers set up bulletin boards throughout the room with cut-outs in various themes: animal/monster/any theme , alphabet stickers, and painted murals on the walls. Maybe your classroom has a circle time rug that includes the ten different color squares. Perhaps you want to make sure all the children have something they like to do, so you have 20 fine motor choices in the manipulative area. 

      There is just one problem with using these types of visuals in the classroom, they are distracting! 

      • The bulletin boards all around the room are adorable, and fun to look at. So during circle time, you might find a child gazing at the wall, figuring out what new item is there. 
      • When there are rugs filled with colors, you may notice children looking down at the rug, maybe at the bright colors, while singing the color song in their head.
      • If teachers provide too many choices in one area of the classroom, children work with one toy for three minutes, then they are onto the next, without honing in, or practicing the skills that were intended.
      • For young children, and lots of adults, less is more! 

      visual processing

      Humans use vision from birth, to engage with the world around them. The way your brain process what you see, impacts how you interpret your interactions with the environment, and the people around you. To learn more about vision, this amazing PDF discusses visual hypersensitivity and under-sensitivity (or sensory seeking). 

      There are some visual processing red flags that may indicate difficulties with visual processing or ocular motor control:

      • Increased sensitivity to light
      • Easily distracted by visual stimuli, or difficulty sustaining visual attention to an activity
      • Frequently squints, rubs eyes, or gets a headache after visually demanding tasks such as reading, using a phone/tablet/computer, or watching television
      • Loses place in reading or writing
      • Trouble finding things they are looking for, even when they seem to be “right in front of them”
      • Distractions with reading
      • Difficulty tracking visual information
      • Difficulty initiating or holding eye contact
      • Difficulty focusing on one piece of visual information
      • Increased fear of, or desire for, being in the dark
      • Difficulty discriminating between similar shapes, letters, or pictures
      • Letter reversals or number reversals
      • Difficulties with handwriting such as letter reversals, sizing, spacing, or alignment of letters
      • Frequently loses their place while reading or copying
      • Often bumps into things
      • May be slow or hesitant with stairs
      • Difficulty with visually stimulating activities, i.e., puzzles, locating objects in pictures, completing mazes, word searches or dot-to-dots
      • Trouble knowing left from right or writing with both hands

      How to reduce visual noise when planning your classroom

      When planning out your classroom, visual stimulation is important, however there are many ways to make sure there is reduced visual noise, so the environment is not overwhelming.

      Think about how you feel when you go to the spa. Those deep earthy wall colors calm your bodies and nerves instantly! The Montessori and Reggio Emilia educational philosophies advise visual components as a way to keep their classroom calm and focused.

      The Reggio Emilia philosophy recognizes the environment as the child’s third teacher. What is in a child’s environment, how it’s organized, and what it looks like, directly impacts what a child will learn that day. 

      two ways to make sure your environment is visually calming 

      Colors – When picking out colors for your classroom, whether it be for the furniture, rugs, or wall decor, the best way to support a calm visual classroom, is to choose more natural colors. These include blues, greens and browns.

      • Choose toy baskets, or white bins, as opposed to brightly colored ones.
      • Consider turning toy shelves around or covering with neutral fabric to further reduce visual noise.
      • Choose predictable carpet rugs (Amazon affiliate link) like this one, instead of random colorful squares. Carpet samples of neutral colors are an excellent idea to create boundaries while limiting visual distraction.
      • When decorating your walls, allow for empty blank space, and use more of children’s artwork. Consider the use of cloth and fabric.

      Classroom Organization – When choosing how many activities and materials to place in each are of your classroom, keep in mind that less is more! When children have too many options to choose from, this can create a short attention span, and overwhelm from choice overload.

      Organization in the classroom can mean stacks of papers, tons of sticky notes, messy desks, and disorganized files, too.

      In a typical preschool classroom, there are 8 areas of learning: art, fine motor, science, reading, dramatic play, block, large motor and snack! When you use furniture to visually create specific spaces for each center, the classroom is organized, and children know what is expected of them in each area.

      Older classrooms may not have the toys, block areas, and motor components, but there are designated areas: group areas, centers, desks, cubbies, or lockers, teacher areas, information centers, etc. All of these areas can be considered when it comes to visual input.

      This blog from Lovely Connection, on preschool classroom set up, includes important aspects to think about as you plan your classroom layout. She includes information about including noise, popularity, supervision, boundaries, space, and the race track (when kids run around the room in a circular pattern!)

      What happens when children are still overwhelmed, even when the environments are visually calming?

      When a child feels overwhelmed for any reason, having a calm down corner, that is easily accessible and they can stay in as long as they need, is a must have.  My “Soothing Sammy Emotions Program.” is an effective calm down area because students are excited to spend time with the adorable golden retriever Sammy. Not only does “The Sammy Program” teach children how to calm down, it guides them through communication and problem solving situations in a visual way that isn’t overwhelming.

      Check out this great blog about visual processing and visual efficiency from the OT Toolbox archives. When a child has visual processing difficulties, they have a harder time taking in visual information, and processing it in order to make sense of it.

      This visual processing bundle, also available in the Toolbox, can support children who are demonstrating visual processing challenges. 

      The Sensory Lifestyle Handbook (also available on Amazon) written by Colleen Beck of the OT Toolbox, is a great resource to start understanding sensory processing disorders.

      A final note about visual noise

      Visual noise doesn’t only occur indoors, it can happen outdoors, especially if there is a lot of activity and sunlight. Being mindful of the visual stimuli outdoors, is just as important as setting up an indoor classroom.

      If you have a child who is having a hard time visually processing their environment outside, these visual sensory activities can be completed outdoors to support their sensory system.

      While considering visual sensory overload in the classroom, also be sure to check out our resource on auditory sensitivities in the classroom. Both are very useful in setting up an inclusive classroom environment for success.

      Classroom themes are adorable and cute! When planning your classroom, keep in mind how “busy” and overstimulating different colors and amount of objects can be. This will help keep your students calm and engaged. Although everyone processes their environment differently, anyone can all benefit from a more calming environment, especially when learning new skills! 

      Jeana Kinne is a veteran preschool teacher and director. She has over 20 years of experience in the Early Childhood Education field. Her Bachelors Degree is in Child Development and her Masters Degree is in Early Childhood Education. She has spent over 10 years as a coach, working with Parents and Preschool Teachers, and another 10 years working with infants and toddlers with special needs. She is also the author of the “Sammy the Golden Dog” series, teaching children important skills through play.

      How to make Sensory Bottles for Self Regulation

      by
      sensory bottles

      This blog post on how to make a sensory bottle is an old one on the website. It was originally written February 21, 2015 and we updated it April 11, 2024. All this time later, the fact is that sensory bottles continue to be a valuable self regulation and calming tool for kids to use to calm down.

      sensory bottles

      We love to play with sensory bottles.  They are an amazingly simple way to explore, calm, and investigate.  If you are looking for a sensory play idea that is mess-free and can be used as a learning tool as well as a therapy tool, then sensory bottles are the way to go. 




      Sensory bottles for self-regulation, calming, and sensory input. How to make sensory bottles for learning and sensory.
       

       

      This post contains affiliate links.

      What is a sensory bottle?

      You can find many versions of sensory containers and bottles online.  So what is a sensory bottle?  They are tools to calm down and encourage self-regulation.  
       
      Sensory bottles are a visual and physical tool for calming and relaxing the body.  A child (or adult!) can use a sensory bottle when they feel anxious, overwhelmed, “wound-up”, or overstimulated and use the sense of proprioception as they shake the sensory bottle and watch the contents shift.  This visual cue is a great calming strategy for many children.

      Why do Sensory Bottles Work?

      One question that comes up a lot is how do sensory bottles work? How does a sensory bottle or sensory jar calm down a child, especially when they are in a fight or flight state? It has to do with the proprioceptive input paired with visual gaze. 

      Let’s break this down…

      A sensory bottle is a common tool used to support sensory processing needs that  impact behaviors and emotions. This type of tool is key when it comes to sensory dysregulation and meltdowns or regulation needs. We call this a sensory coping strategy.

      The jar or container has weight to it, offering heavy work, when held and shaken or information to the proprioceptive sensory system. Then, along with that input, the jar has a visually enticing “thing” inside, which might be sand slowly moving through objects, water and oil moving slowly up and down the bottle, or other item that catches the eyes. 

      Sensory Bottle and Polyvagal Theory

      The polyvagal theory is a newer area of study (at least since this blog post was originally written back in 2015!), but the concepts have always been there. The polyvagal theory says that there is a relationship between eye gaze, autonomic reactions, and cognitive performance. This article explains more about a research review related to polyvagal theory.

      The key here is to get the eyes into a gazing state. By that I mean the eyes should dilate as if staring off into the horizon or even something that is just 20 feet away. Did you ever sit on a beach and stare off at the horizon with a huge sense of calm and peace? Or have you ever looked off at a mountain pass and felt regulated? This is horizon gazing and we can use that calming strategy when using a sensory bottle as a calming tool.

      When you gaze off into a distance without really focusing on something, the pupils are converging. The cool thing is that you don’t need a horizon or something really far way for this to happen. You can just stare at the sensory bottle without really looking and focusing on any one thing. This can be especially helpful to blunt norepinephrine. 

      When we see these materials move within the bottle, we hold a gaze…AND feel the weight of the bottle…and add deep breathing exercises, this is where we get the calming state!

      We cover a lot about sensory strategies, including vision and interoception here on The OT Toolbox. This is important because of the role of the limbic system, the vestibular system, proprioceptive system, and overall sensory processing systems in functional tasks.

      A sensory bottle is a valuable support tool for these areas. They also serve as a hand-held mindfulness activities and can be added to a child’s “Regulation Toolbox.”

      When we use a sensory bottle in therapy sessions, we are focusing on the coping strategy that is used in conjunction with an emotions check in and feelings check in to support self awareness. It’s a self regulation activity that we love because you can use a variety of materials and kids can help make them. 

      Because of this, sensory bottles make a great addition to a budget sensory room in the school environment, or a calm down corner at home.

      RELATED READ: Sensory Play Ideas
       

      How to make a sensory bottle

      It’s not difficult to make a sensory bottle. Basically, you’ll use materials you already have on hand. 

      The sensory bottle as a coping strategy are so easy to create.  The possibilities are endless when it comes to additions.  
       
      In general, there are two types of bottles:
      1. Liquid sensory bottles
      2. Dry materials sensory bottles
       
      To make either type, the process is the same. You need a bottle of some type and items to put into the bottle. Grab a few plastic bottles, glue to secure the lid (Glue is the most important part!), and a few of these items:
       
      To make a liquid sensory bottle add:
       
       
      Add pieces to the liquid base:
       
      • toys
      • nature (acorns/leaves/flowers/sticks/rocks…)
      • beads
      • feathers
      • glitter
      • paper clips
      • pipe cleaners
      • crafting pom poms
       
      Or make a dry sensory bottle by skipping the liquid and just pouring in:
       
       

      After you add the items you want into the container, add a bit of glue to the lid and secure it onto the bottle. Allow the glue to dry before you use the bottle. 

       
       


      We’ve used sensory jars and bottles as a sensory tool many times. Along with crayon play dough, they are one of our favorite ways to to get proprioceptive input through play.
      How to make sensory bottles

       

       
       
       
       
       
       
       

      Sensory Bottle Ideas

      Some of our favorite sensory bottle ideas include ones that we had as much fun making as we did playing with!

      If you are looking for more creative sensory ideas, then you will love our favorite sensory bottle ideas: 

      Check out the baby sensory exploration bottles we made in this video below:

      Baby Exploration Sensory Bottles made with recycled spice containers.

      Have you ever made a sensory bottle? What did you add?

      Colleen Beck, OTR/L has been an occupational therapist since 2000, working in school-based, hand therapy, outpatient peds, EI, and SNF. Colleen created The OT Toolbox to inspire therapists, teachers, and parents with easy and fun tools to help children thrive. Read her story about going from an OT making $3/hour (after paying for kids’ childcare) to a full-time OT resource creator for millions of readers. Want to collaborate? Send an email to contact@theottoolbox.com.

      Back to School Sensory Activities

      by
      back to school sensory activities

      It’s that time of year and having a few back to school sensory activities up your sleeve can make all the difference in a stuffy, hot classroom when kids need self-regulation tools after a long summer break. Whether you are looking for classroom sensory diet strategies, or sensory strategies for the school-based OT, putting a back-to-school spin on “sensory” is a hit during the Fall months.

      back to school sensory activities

      Back-to-School Sensory Activities

      The back-to-school season is a prime time to dust off those sensory cobwebs and consider how sensory motor input supports students.

      In this blog post, you’ll find a list of ways to support sensory needs using a back-to-school theme. The ideas are great for this time of year when welcoming a new roster of students into the classroom.

      • Our free sensory strategy toolkit is another great resource that supports school-based OTs, educators, and parents of students with sensory needs.
      • You’ll also find many resources, including a printable sensory activity sheet here on this article about calm down strategies for school.
      • These ideas for sensory seekers can be adapted to meet school-based needs (or used in the home for homework time, the after-school period, or homeschooling)

      Why Use Back-to-School Sensory Activities?

      Heading back into the school year can throw some kids for a spin.  The first few weeks can be a change in routine from the safety of home. For kids who are starting up on a homeschool routine, it can be difficult to pay attention when sensory needs and distractions are in the next room. This can lead to self-regulation needs that support the student’s ability to concentrate and learn after a summer off from the routines of school.

      Other reasons for using sensory strategies during the back-to-school season include:

      • Earlier wake-up times after a summer of staying up late and sleeping in. A quick sensory motor brain break can make all the difference.
      • A new routine may throw some students for a loop.
      • The transition period can be a real challenge for some children. It might be the early alarm clock or using time management in the morning that is a challenge. For other kids, moving to a new school, or even just going back to the classroom in general can be a challenge. Try these transition strategies to support these needs.
      • Distractions and Technology: With the prevalence of screen time in kids, and the use of technology/devices, students may find it difficult to focus on schoolwork without being distracted by social media, video games, or other online activities. A quick sensory break can help with attention and distractions.
      • Social-emotional needs: Social emotional dynamics can change over the summer, and students may feel pressure to fit in or establish their social identity when school resumes. This pressure can affect their self-esteem and confidence. The ability to regulate emotions might lead to challenges with learning due to the emotional regulation and executive function connection.

      You may have a child of your own that “crashes” after a week of school during this time of year. There is a lot happening that is just exhausting during the return to school. Sometimes, all it takes for an easy transition into the back to school days is a sensory strategy that meets the needs of the sensory child. Let’s explore these ideas below…

        Classroom sensory activities and sensory strategies for back to school or throughout the school year.

       
       
       

       

      back to school sensory ideas and strategies for the classroom that teachers can use with sensory kids.




      Back-to-School Sensory Ideas

      These sensory activities are ones that can easily be used in the classroom or homeschool room.  They are strategies that can be incorporated into the student’s daily routine within the school environment.  

      These school sensory activities are presented in list form for ease and planning, but they can be used in a classroom sensory diet or in various strategies.  

      The ideas below are ones that easily allow the child to meet their sensory needs in a natural way, so that it is not an interruption to the classroom or other students.  

      Rather, some of these sensory strategies are movement and heavy work-based ideas that can easily be adapted for the whole classroom for brain break type of activities. 

      As always, these sensory ideas are ONLY ideas and should be regarded as a reference.  Every child is different and has different sensory needs.

      The ideas presented below are not regarded as Occupational Therapy treatment and should only be used in addition to and along with an individualized Occupational Therapy plan made following assessment. 

      Sensory Activities for Back to School

      This post contains affiliate links. As an Amazon Influencer, I earn from qualifying purchases.

      1. Wall Push-Ups- Show the student how to push against the wall while doing “push-ups” from a standing position.  This is a great heavy work activity, or a quick “brain break” activity that provides proprioceptive input for heavy work for improved focus, calming, and self-regulation.

      2. Desk Fidget- Use a DIY fidget or a store bought hand fidget toy (affiliate link) to allow the child tactile sensory or proprioceptive input to the hands for improved attention and focus while sitting and performing desk work.

      3. Chair Push-Ups- Allow the child to push up from the seat with his arms, keeping the elbows strait.  Pushing up through the arms provides proprioceptive heavy work through the upper body.

      4. Move desk/furniture.

      5. Erase the chalkboard or dry erase board.

      6. Sensory errand- Carry milk crates or plastic bins full of books or supplies from center to center around the classroom or from room to room in the building. Some schools have an “important message” to other classrooms or the office in the form of a folder. Just moving, taking a quick walk through the hallway, to deliver a note or other message can offer a much-needed sensory break. For more heavy work input, add a tote bag filled with books or ask the student to push a cart with materials.

      7. Shoe laces fidget-  Add a couple of beads to the child’s shoe laces for a fidget toy that can be used discretely while sitting in floor circle time or during desk work.

      8. Manual Pencil Sharpener-  Turning and sharpening pencils with a manual pencil sharpener provides proprioception to bilateral upper extremities.  This can be a good task prior to writing tasks.

      9. Backpack for carrying supplies from room to room-  Students can carry supplies to other classrooms in a backpack for heavy input.  This can be a calming strategy while walking the hallways to other areas in the school as well, such as while walking to the lunch room or special classes. The hallway can be an overwhelming and high-sensory environment so deep pressure to center the child can be helpful.

      10. Stapler heavy work- Staple paper or remove staples from a bulletin board for upper body proprioceptive input.


      11. Sensory seat- Air cushion seating such as a wiggle seat cushion (affiliate link) or a frugal, DIY version using a $1 wiggle seat cushion option. Here are more ideas for alternative seating options and even some DIY flexible seating ideas.

      12. Place chairs on rugs.  Sliding chairs on classroom floors can lead to auditory overload for some sensory kids.  Try using carpet squares under each individual chair.  When the child pushes his chair out, he can slide the chair right on the carpet square out from the desk.  

      13. Hallway March-  Get the whole class involved in a “walk this way” activity.  They can march from the classroom to specials or the lunchroom.  Try other brain break and whole body movements while walking in the line down the hallway, too: Try high knee lifts, toe walking, heel walking, elbows to knees, and patting the knees while walking.

      14. Sports bottles for drinking- Sipping water through a long straw or sports bottle (affiliate link) can allow the students to focus and attend given proprioceptive input through the mouth. This is a great whole classroom strategy for helping with attention and self-regulation. Read more about using a water bottle as a sensory tool.

      15. Movement breaks in the gym or classroom- A quick brain break can help kids focus during periods of desk work.

      16. Push mats in the gym- Moving those big gym mats is a great whole body proprioception activity. Or, ask students to move desks or other equipment that uses the whole body.

      17. Auditory support- Headphones for limiting auditory stimulation during center work or times when there is a lot of chatter in the classroom. Here are more tips for auditory sensitivity in the classroom.

      18. Visual picture list- Knowing what to expect is a non-traditional sensory strategy. But when you think about it, the visual input is a support when it comes to knowing what is next, how much time is left until lunch, and how much longer the day will last. A visual schedule can be a benefit for the whole classroom.  Try this daily pocket chart schedule. (affiliate link)

      19. Simon Says Spelling-  Try practicing spelling words with a movement and vestibular sensory input Simon Says version. Try these Simon Says commands if there are a few extra minutes to use up during the school day or between transitions.

      20. Play dough math for proprioceptive input through the hands.  Try a math smash type of activity and use a heavy resistive dough like this DIY proprioception dough. There are many benefits of play dough and sensory input is just one of them!

      21. Kneaded eraser for sensory input through the hands- Use a kneaded pencil eraser (affiliate link) for a hand-held fidget that doubles as an eraser with proprioceptive input.

      22. Crunchy snack break- Try snacks like pretzels, crackers, kale chips, popcorn, or roasted chickpeas for an alerting snack. Oral motor exercises offer calming or alerting input and using a crunchy (or chewy) snack can support these needs.

      23.  Sensory bin for math or sight words-  Create a sight word sensory bin or even use a sensory bin for math or spelling words. This can be a fun and unexpected way to dive back into spelling after the summer break! Add tactile sensory input to learning using a variety of sensory bin fillers.  Ideas include shaving cream, shredded paper, crafting pom poms, among many other ideas.

      24. Vibrating pen rainbow writing for sight word or spelling practice-  Proprioceptive input to the hands can be very helpful for many kids, especially if they are writing with too much pencil pressure.

      25. Jump/move/hop in hallway- Take a movement and brain break with a hallway movement activity.  Add learning aspect with spelling, facts, or math.

      26. Roll a ball on the legs-  Add a vestibular aspect to vocabulary or themed learning, including history, English language arts, or science.  Kids can answer questions and when they answer the question, they roll the ball along their legs by bending down to roll the ball on their thighs.

      27. Hopscotch Math-  Add a hopping proprioception activity to the classroom with a hopscotch board created right in the classroom using masking tape.

      28.  Graph Paper Writing-  Add a visual sensory twist to handwriting, math, spelling, or any written work by using graph paper.  The added lines can be just the visual spatial prompt needed for kids with visual sensory processing concerns. Here are more sensory based reasons to use graph paper.

      29. Make a desk sensory diet box-  Use a dollar store pencil case to create customized sensory diet bins that can fit right into the desk. Items would be used specific to the child’s needs, but might include resistive putty, paper clips for fidgeting, or movable toys (affiliate link). Use these occupational therapy kits for more ideas.

      30. Wash desks with spray bottles. Squeezing a spray bottle to wash desks or water plants offers heavy work through the hands.

      31. Cut classroom decorations from oaktag. Heavy input through the hands by cutting thicker paper is a great way to add a quick and functional movement break. Students will love to see their handiwork on the walls, too.

      32. Create a calm down corner in the classroom– This can include fidgets, mindfulness centers, books, and many more sensory tools. Plus try these other calm down strategies for school.

      33. Try a sensory swing- Sensory swings for modulation can be used when applicable and recommended by an occupational therapy provider. Sometimes, you’ll see these in a sensory room or in a therapy room in the school. Here is more information on types of sensory swings.

      34. Use the playground! Getting those students outside can make a great sensory movement break. Check out how to use the playground for sensory input and read this resource on sensory diets at the playground.

      All of these ideas support sensory needs and are great activities to use during the back-to-school time. We love that they are fun, functional, and the whole classroom can benefit!

      Want more ideas to support sensory needs at school? Grab a free copy of our Classroom Sensory Strategy Packet.

      Free Classroom Sensory Strategies Toolkit

        Are you interested in resources on (check all that apply):
        We respect your privacy. Unsubscribe at anytime.
        Built with ConvertKit

        Related resources include our blog post on Ayres Sensory Integration. This is a great place to start with gathering information on the sensory processing systems and the related behavioral, emotional, physical, and cognitive responses that we see.

        Colleen Beck, OTR/L has been an occupational therapist since 2000, working in school-based, hand therapy, outpatient peds, EI, and SNF. Colleen created The OT Toolbox to inspire therapists, teachers, and parents with easy and fun tools to help children thrive. Read her story about going from an OT making $3/hour (after paying for kids’ childcare) to a full-time OT resource creator for millions of readers. Want to collaborate? Send an email to contact@theottoolbox.com.

        The Sensory Lifestyle Handbook
        The Sensory Lifestyle Handbook

        The Sensory Lifestyle Handbook walks you through sensory processing information, each step of creating a meaningful and motivating sensory diet, that is guided by the individual’s personal interests and preferences.

        The Sensory Lifestyle Handbook is not just about creating a sensory diet to meet sensory processing needs. This handbook is your key to creating an active and thriving lifestyle based on a deep understanding of sensory processing.

        Activities to Improve Smooth Visual Pursuits

        by
        Eyes looking in different directions with arrows from each set of eyes. Text reads "what are visual pursuits"

        For our kids who are challenged to visually observe their environment, or who struggle to demonstrate visual tracking in reading or other learning experiences, activities designed to promote smooth pursuits and eye movement can be helpful. The visual activities listed here can be helpful in addressing the smooth pursuits of visual input. Visual pursuits or tacking is an oculomotor skill that is necessary part of visual processing. Read on for various eye exercise that can be done in fun ways as a part of occupational therapy geared toward visual processing skills.

        Activities to improve smooth visual pursuits

        There are several activities to improve smooth visual pursuits that are used in occupational therapy to target smooth pursuits of the eyes. These smooth pursuit exercises are typically fostered through play, especially in occupational therapy interventions. 

        Below, you’ll find ocular pursuit activities, but first, let’s cover what visual pursuits are and how they impact a child’s learning.

         
        These activities to improve smooth visual pursuits are needed to improve visual tracking needed for reading and visual processing.
         
         
         
         
         
        Visual skills like visual tracking, or smooth visual pursuits are a visual processing skill that allow us to perceive and retrieve visual information. This is an essential part of reading and learning.

         

        What are visual pursuits?

        Visual pursuits are another term for visual tracking. Visual tracking is an oculomotor skill that is essential for learning, reading, and so many tasks we perform.

        Smooth visual pursuits refer to the eye movements that enable us to track moving objects smoothly and accurately with our gaze. It’s the eye following a moving target through coordinated motion of the eye muscles.

        When we watch a moving object, follow a moving object with our eyes, or follow a moving ball, our eyes move smoothly to follow the visual input. This allows us to maintain visual focus on the object as it moves. We can use that visual information to understand how fast and far the item is moving based on the object’s trajectory, speed, and direction.

        Here are more information about visual tracking activities. You will also love checking out these activities to improve visual tracking.

        Visual processing skills have a huge impact on learning. In fact, it is one of the visual skills that can impact learning in a way that isn’t always directly observable.

        Visual skills like visual tracking, or smooth visual pursuits are a visual processing skill that allow us to perceive and retrieve visual information. This is an essential part of reading and learning.

        These skills may be covered by a behavioral optometrist or developmental optometrist.

        Want to learn more about HOW visual pursuits and other aspects of visual processing impact learning (in a really big way)? Scroll below to join our free visual processing lab. It’s a 3 day email series where you will learn SO much about visual processing and how it impacts everything, but especially learning and cognitive skills.

        Visual tracking activites are needed for learning and everything we do! These activities to improve visual pursuits can be used in occupational therapy treatment sessions or part of vision therapy activities.

         

        Activities to improve visual pursuits

        These visual tracking activities are easy and creative ways to work on eye movement and smooth eye movements. Kids can perform these activities as part of a therapy program and while working on functional skills within an occupation.

        1. Relaxing breathing eye stretches- This visual tracking activity is a way to work on smooth pursuits in a very mindful way. Just like yoga brings awareness to the body and a sense of being present, this eye stretch activity is a great way to calm a class during a busy school day.

        Combine slow and deep breathing with deliberate eye movements. Kids can watch and follow directions to take deep breaths combined with slowly looking in a single direction. As they look up and breath or look to the left and breath, kids can even use this activity as a coping strategy.

        Try these yoga activities: 

        2. Flashlight Tag- Use a flashlight to help kids follow a target in various directions. Try a circle, uppercase letter “H”, triangle, straight/diagonal lines, etc. To make this activity more fun, try adding a deflated balloon to the top of the flashlight. Encourage kids to keep their face steady as they use just the eyes to follow the light.

        3. Craft Stick Puppets- Create small craft stick characters puppets to make a visual cue as a visual prompt for follow movement patterns. These barnyard animal puppets make a great DIY puppet tool for a visual pursuit and tracking activity.

        This pirate puppet is one idea that builds fine motor skills, too.

        4. Marble run activities- There are many marble run products on the market that provide an opportunity for improving smooth pursuit of the eyes. Here are DIY marble run activities that make a great activity in themselves for kids.

        We love to add slow moving items to marble run games too, to provide a slower object for visually tracking, encouraging smooth pursuits of the eyes. Encourage kids to keep their face steady while using their eyes only to watch the item fall through the marble run.

        Try these marble run ideas:

        5. Roll a ball- Roll a ball up a slanted surface and ask the child to keep their eyes on the ball! Some ideas include creating a sloped surface with a poster board and books.

        Simply roll a small ball slowly up the ramp and kids can watch the ball as it rolls. Also try having the child to sit in front of the ramp and be in charge of rolling the ball. Mark off where the ball should reach and stop so the child works on graded movement at the same time.

        Sitting in front of the ramp encourages visual convergence and binocular fusion as well. This activity works well with a large ball such as a kick ball and a sidewalk ramp, too.

        This baby brain building activity list has more ideas, too.

        6. Double Light Eye Tag- Use two different colored lights (light-topped pens work well). Flash one color on and then the other. Kids can move their eyes from color to color or follow directions to look at the two lights when they change.

        Hopefully, these activities to improve visual pursuits is a helpful addition to your therapy toolbox. Use these strategies to work on various visual processing skills and oculomotor skills.

        7. Hands-on visual tracking therapy activities- Use the ideas below to target visual tracking skills through play:

         

        More visual processing activities

        For even MORE visual tracking and pursuit activities to use in your occupational therapy practice, you will want to join our free visual processing lab email series. It’s a 3-day series of emails that covers EVERYthing about visual processing. We take a closer look at visual skills and break things down, as well as covering the big picture of visual needs.

        In the visual processing lab, you will discover how oculomotor skills like smooth pursuits make a big difference in higher level skills like learning and executive function. The best thing about this lab (besides all of the awesome info) is that it has a fun “lab” theme. I might have had too much fun with this one 🙂

        Join us in visual processing Lab! Where you won’t need Bunsen burners or safety goggles!

        Click here to learn more about Visual Processing Lab and to sign up.

        Free visual processing email lab to learn about visual skills needed in learning and reading.
         
         
         
         
         




          
         
         
         
         
        Visual pursuits visual tracking activities to help kids with the visual skills needed for learning, reading, and everything they do!

        Colleen Beck, OTR/L has been an occupational therapist since 2000, working in school-based, hand therapy, outpatient peds, EI, and SNF. Colleen created The OT Toolbox to inspire therapists, teachers, and parents with easy and fun tools to help children thrive. Read her story about going from an OT making $3/hour (after paying for kids’ childcare) to a full-time OT resource creator for millions of readers. Want to collaborate? Send an email to contact@theottoolbox.com.

        oculomotor tools

        In The OT Toolbox Membership, you’ll find oculomotor tools that support visual tracking, smooth pursuits, and much more.

        Ambidexterity or Mixed Dominance

        by
        What is ambidexterity

        Many parents see their child switch hands during tasks, or show refined use of both hands and wonder if their child is ambidextrous. Maybe a child uses their left hand to throw a ball, but bats with their right hand. Maybe they kick a ball with their right foot, but hold a pencil with their left hand. Ambidexterity is a common question among parents of kids who switch hands in activities or don’t use one hand consistently.

        In this blog post, you’ll find information on

        Ambidextrous Or Mixed Dominance?

        Here, we are covering several aspects of ambidexterity. We’ll go over the difference between being ambidextrous and having mixed dominance. We’ll cover what it means when a child uses both hands to write or color. And, we’ll go over some activities to support a dominant hand.

        How do you know if your child is ambidextrous or if they are showing signs of mixed dominance? This post will explain a little more about ambidexterity as well as mixed dominance and what it means in motor skills.

        Ambidextrous refers to use of both sides of the body in equal ability and refined finger dexterity. This can refer to a bilateral refined movement and skill in the hands, feet, and eyes. Ambidexterity is the ability to use both hands equally well. It means that a person can perform tasks with either hand without any noticeable preference.

        Cross dominance refers to a situation where a person’s dominance does not favor one side over the other. In simpler terms, it means that your child hasn’t developed a clear preference for using either their right or left hand for tasks.

        Mixed dominance is an other name for cross dominance. It can extend beyond just hand preference and also involve other body parts like the eyes or feet. For example, a child with mixed dominance may have a dominant hand different from their dominant eye or foot. This means that their dominance is spread across different sides of their body.

        In other words, cross dominance or mixed dominance is different than ambidextrous in that an individual with cross dominance might switch between dominant sides depending on the task they’re performing. For instance, they may write with their right hand but prefer to eat with their left hand.

        Let’s break this down further to explore ambidexterity.

        What is ambidexterity? Is my child ambidextrous?

        What does Ambidextrous Mean?

        The definition of ambidextrous is use of both hands with equal refined precision and motor skill. This means that each side of the body is equally able to write with natural motor planning, fine motor control, strength, and refined motor movements.

        According to the definition of ambidexterous, there is equal refinement and precision. You might think this means just the hands and fingers are involved with equal use of both sides. However, that’s not exactly the case.

        Those who are truly ambidextrous may have equal use of hands, as well as feet, eyes, and even toungue motor skills.

        An ambidextrous child will play naturally with toys using both hands. You might notice equal use of the hands and feet, or switching left to right or right to left during play, sports, school work, and other tasks.

        When it comes to someone being ambidextrous and fine motor involvement, this can refer to:

        • Writing
        • Scissor use
        • Clothing fasteners
        • Play
        • Hand strength
        • Brushing teeth and hair
        • Many other every day tasks

        Ambidextrous also refers to the feet too.

        An ambidextrous person will be able to kick equally strong and with the same amount of force with both feet. They are able to “take off” from a running stance with equal feet placement, whether they start out running on their left foot or their right foot. Gross motor ambidexterity can be seen in:

        • Jumping
        • Running
        • Skipping
        • Hopping
        • Balance
        • Kicking a ball
        • Throwing a ball
        • Catching a ball
        • Among many other every day tasks

        Ambidexterity can be observed in the eyes, too. Typically, all of us have one eye that is stronger, or a naturally dominant eye. We can complete a visual screening to identify this, or a visual exam may be in order.

        Finally, an ambidextrous individual may show motor overflow movements with the tongue to both sides of the body.

        Are you wondering about a child who uses both hands to write or perform tasks? Maybe you know a child who uses both hands equally and with equal skill. Perhaps your child uses one hand for specific tasks and their other hand for other tasks.

        Mixed Dominance or Ambidexterous?

        Just yesterday on The OT Toolbox, we discussed mixed dominance. In this post, we will cover more about true ambidexterity and what that means.

        A child with mixed dominance demonstrates clear, stronger patterns based on the side of the body they are utilizing to complete the task.

        For example, a child who is left hand dominant will develop a stronger fine motor pattern then a child who is not left side dominant but compensating for fatigue and is moderately adept at utilizing the left hand as a coping skill.

        Is my child ambidextrous

        A child who is truly ambidextrous will be equally as skilled at utilizing both sides of the body and it will look and feel natural to the child. Statistically, only 1% of the population is truly ambidextrous—it’s really very rare, and it is more likely that your child is experiencing mixed dominance patterns.

        True ambidexterity requires both hands to be used with equal precision and there is no true preference in either the right or left hand for either both fine or gross motor tasks.

        Can you make yourself ambidextrous?

        This is an interesting question. Many times there is a perceived benefit to being ambidextrous, or switching hand or foot use during a task. Some perceived benefits might be:

        • Switching hands when one is fatigued from use during a task
        • Switching dominant sides during a sport such as baseball or softball to pitch with the other arm, batting from another side, dribbling to the other side when bringing up the ball during basketball, or kicking a ball with the other foot during soccer.
        • Writing equal legibility with both hands

        Actually being ambidextrous is different than teaching yourself to become ambidextrous.

        To use both sides of the hand as a learned concept takes cognitive attention whereas natural ambidexterity occurs without thought. Because of the neuroplasticity of the brain, humans have the ability to teach themselves to use their non-dominant hand or side to complete tasks. It takes practice, practice, and more practice.

        Read here on motor planning where we cover this concept.

        Ambidexterity or Mixed Dominance?

        Is my child ambidextrous? Isn’t that what mixed dominance is? These are two questions that therapists get asked frequently when evaluating a child for the first time for mixed dominance and other concerns. The answer is no, they are not the same thing.

        This is a tricky area. Therapists recognize mixed dominance as a miscommunication or poor integration of the left and right sides of the brain and that’s how it’s explained to parents. However, there is a lot of information out there on this topic that may or may not be relevant to your child and her struggles— keep this in mind when Googling information.

        It is more likely, that your child’s brain is utilizing the left and right sides for very specific motor skills such as writing, eating and throwing a ball. This can lead to motor confusion—this is where the poor integration and lack of communication between the left and right sides of the brain comes into play.

        When the child is not utilizing one side of the brain more dominantly for motor patterns, confusion and poor motor learning occur leading to delays and deficits in motor skills.

        how to tell if your child is ambidextrous

        It is unclear why the brain develops this way, but it does happen, and it is okay. In fact, it is easily addressed by an occupational therapist.

        Determining if your child is ambidextrous, meaning they have equal proficiency and comfort using both hands, can require some observation. Here are a few signs that may indicate ambidexterity in your child:

        • Equal use of hands
        • Kicks a ball with either foot with equal distance and force
        • Balances on each leg equally
        • Equal tongue movements laterally
        • Proficient functional performance with either side of the body
        • Efficient use of tools with assistance of the other hand: scissor use, pencil use, feeding utensils, and other functional tools

        In addition to these abilities, you can take a look at areas of functional performance. These include the underlying skills that impact function.

        • Frequent hand-switching: Observe if your child regularly switches hands during activities such as writing, drawing, eating, or playing sports. Ambidextrous individuals often demonstrate fluidity in using either hand without a clear preference.
        • Equal proficiency: Notice if your child shows similar levels of skill and coordination when using both hands for various tasks. They may exhibit no significant difference in handwriting quality, drawing ability, or manipulating objects with either hand.
        • Ease in learning new skills: Ambidextrous children tend to adapt quickly when asked to perform tasks with either hand. They may show little to no difficulty when switching hands for activities.
        • Mirror-like movements: Pay attention to your child’s movements. Ambidextrous individuals may display symmetrical movements, where actions performed with one hand can be mirrored almost identically by the other hand.
        • Lack of hand dominance: Ambidexterity implies the absence of a clear hand dominance. If your child does not consistently favor one hand over the other for a majority of tasks, it suggests a potential ambidextrous inclination.

        Ambidexterous Motor Development

        I already touched on this a little, but a child with mixed dominance may switch sides for task completion when experiencing fatigue. Due to this, their motor development and precision is typically delayed.

        The most common area that this is noted in is in fine motor development for handwriting. This is because the child is equally, but poorly skilled with both hands, and will switch hands to compensate for fatigue.

        Motor delays may also be noticed later on when it comes to the reciprocal movements needed to throw/catch or kick a ball and when skipping. A child with mixed dominance may attempt to catch and throw with the same hand, hold a bat with a backwards grip, or stand on the opposite side of the plate when hitting.

        They may also experience a moderate level of confusion, and frustration as they are unsure of how to make the two sides of their body work together leading to overall poor hand/foot-eye coordination skills.Ambidexterity or mixed dominance and what this means for kids who use both hands to complete tasks like handwriting.

        For a few fun hand dominance activities, try these ideas to help kids establish a

        Ambidextrous hands and eyes

        If you have more questions and want to learn more on a dominant eyes and understanding how the eyes and hands work together during activities, you’ll want to check out our Visual Processing Lab.

        It’s a 3-day series of emails that covers everything about visual processing, visual motor skills, and eye-hand coordination. We take a closer look at visual skills and break things down, as well as covering the big picture of visual needs and how the hands and eyes work together.  

        In the visual processing lab, you will discover how oculomotor skills like smooth pursuits make a big difference in higher level skills like learning and executive function. The best thing about this lab (besides all of the awesome info) is that it has a fun “lab” theme. I might have had too much fun with this one 🙂  

        Join us in visual processing Lab! Where you won’t need Bunsen burners or safety goggles!  

        Click here to learn more about Visual Processing Lab and to sign up.

        ambidextrous eye dominance

        Hand preference is something we are often aware of, whether we are right-handed or left-handed. However, many parents may not realize that we also have a preferred or dominant eye. This aspect of eye dominance is often overlooked because we typically use both eyes together for most activities.

        So, how can you determine which eye is dominant?

        Observing monocular tasks: When using a camera, telescope, microscope, or squinting with one eye. Pay attention to which eye you naturally prefer to use. This eye is typically your dominant eye. In most cases, eye dominance aligns with handedness, meaning that if you are right-handed, you are more likely to be right-eye dominant. However, there are instances where the dominant eye may differ from handedness.

        Knowing about eye dominance is important because it can help to gain insights about a child’s visual processing and to identify any variations in eye-hand coordination. This knowledge can be particularly helpful when engaging in activities that require controlled motor planning, speed and timing of movement, and accuracy.

         
        Free visual processing email lab to learn about visual skills needed in learning and reading.

        Colleen Beck, OTR/L has been an occupational therapist since 2000, working in school-based, hand therapy, outpatient peds, EI, and SNF. Colleen created The OT Toolbox to inspire therapists, teachers, and parents with easy and fun tools to help children thrive. Read her story about going from an OT making $3/hour (after paying for kids’ childcare) to a full-time OT resource creator for millions of readers. Want to collaborate? Send an email to contact@theottoolbox.com.

        Quick Links
        Explore
        My Account
        Sign Up for the OT Toolbox Newsletter

        Get the latest tools and resources sent right to your inbox!

        Get Connected
        Facebook Instagram Pinterest Twitter