Pre-writing skills are essential for the child to be able to develop the ability to hold and move a pencil fluently and effectively and therefore produce legible writing. Most often, these skills are often underdeveloped or omitted as the focus is more on the child being able to write than them being able to write properly.  This can lead to frustration and resistance due to the child not being able to produce legible writing or to ‘keep up’ in class due to fatigue.  This can then result in poor self-esteem and academic performance.  
How can I tell if my child has problems with their fine motor skills?

If a child has difficulties with fine motor skills they might:
  • Have an awkward pencil grasp.
  • Have difficulty controlling a pencil for colouring, drawing or writing.
  • Show a tendency to use their whole hand to manipulate objects rather than just a few fingers.
  • Have poor endurance for pencil based activities.
  • Display messy and/or slow handwriting.
  • Have difficulty staying within the lines when colouring.
  • Apply inappropriate pressure to the paper for pencil based activities (either too heavy and frequently breaks the pencil, or too light and ‘spidery’).
  • Have poor upper limb strength (weak shoulders).
  • Have difficulty coordinating both hands together for two handed tasks.
  • Have poor hand-eye coordination.
  • Be verbally skilled but has difficulty showing this on paper (i.e. writing, drawing or colouring).
  • Not meet the pre-writing expectations outlined below.
Our club focuses on fine motor skill development for pre writing, writing and object manipulation skills. 
We will work with your child as an individual and determine their personal goals.  
The club runs weekdays from 2pm to 4pm which includes free fruit snack.  
Discounts for monthly and termly sign ups.   Click here to express interest and we will call you, alternatively you can contact us on 0817 014 9579 or [email protected]


Hand and finger strength: An ability to exert force against resistance using the hands and fingers that allows the necessary muscle power for controlled movement of the pencil.

Crossing the mid-line: The ability to cross the imaginary line running from a person’s nose to pelvis that divides the body into left and right sides.

Pencil grasp: The efficiency of how the pencil is held, allowing age appropriate pencil movement generation.

Hand eye coordination: The ability to process information received from the eyes to control, guide and direct the hands in the performance of a task such as handwriting.

Bilateral integration: Using two hands together with one hand leading (e.g. holding and moving the pencil with the dominant hand while the other hand helps by holding the writing paper).

Upper body strength: The strength and stability provided by the shoulder to allow controlled hand movement for good pencil control.

Object manipulation: The ability to skilfully manipulate tools (including holding and moving pencils and scissors) and controlled use of everyday tools (such as a toothbrush, hairbrush, cutlery).

Visual perception: The brain’s ability to interpret and make sense of visual images seen by the eyes, such as letters and numbers.

Hand dominance: The consistent use of one (usually the same) hand for task performance, which allows refined skills to develop.

Hand division: Using just the thumb, index and middle finger for manipulation, leaving the fourth and little finger tucked into the palm stabilizing the other fingers but not participating.

Information courtesty of  www.childdevelopment.com.au, to see the article in full click here.