Introducing Gripipedia! 

2 Occupational Therapists.
2 Countries.
New York USA ↔ Sydney AUSTRALIA
9 years of collaboration.
Hundreds of hours of research.
Thousands of online meetings.
Countless conversations.
Edits and edits and more edits.
1 shared passion.
1 purpose.
1 book.

Gripipedia is your guide to pencil grips and grasp. It takes the research and guesswork out of supporting pencil grasp. It’s packed with evidence-based information on grasp fundamentals, models pencil grasp evaluation and description, provides a decision guide for intervention, targeted strategies and resources to make carryover into the classroom and home seamless.

We believe, Gripipedia is the resource that every paediatric occupational therapist needs.   Let's take a look inside!

 Section 1. Pencil Grasp Fundamentals
A foundation for understanding how pencil grasps develop, why children use different grasp patterns, and what makes a grasp functional. This section moves beyond simply labelling a grasp as “correct” or “incorrect” and explores the development, mechanics and function of pencil grasp. Chapters include research, MTSS, developmental progression, anatomy, joint laxity and fine motor skills. 
Section 2. Evaluation of Pencil Grasp
Not sure whether a pencil grasp needs to be changed? We have created an evaluation form and decision guide to provide a practical framework for observing and evaluating pencil grasp, considering the child, the task and the environment. It supports clinical reasoning and helps you decide when to intervene, when to adapt, and when to leave a grasp alone. This section also includes case studies to guide you with examples. 

Section 3. Teaching Pencil Grasp
Ready to help a child develop or change their pencil grasp? This section explores practical, functional and child-friendly approaches to teaching pencil grasp. Chapters include teaching according to age, vertical surfaces and alternate positions, tips and tricks for dynamic pencil grasp and accomodations to consider. 
Section 4. Pencil Grasp & Handwriting
Pencil grasp doesn't exist in isolation. It is part of the bigger picture of handwriting. This section explores the relationship between pencil grasp, pencil control, writing performance and legibility, helping you consider whether changes to grasp are actually supporting the child's functional handwriting. Chapters include posture and positioning, pencil pressure and left-handed writers. 

Resource Page Section
We want to equip you with pages to use straight away. There are 42 pages in this section.  The resource section includes practical, photocopiable pages designed to support your work with children, families and educators. Use them in your sessions, send them home, share them with teachers, or keep them in your OT toolkit.

To celebrate and launch GRIPIPEDIA, Jaime and I are holding a FREE webinar and book launch. Join us on Friday October 2nd at 9am (Australian EST). Be the first to discover Gripipedia and access exclusive launch pricing. Register and access the recording if you can't join us at the designated time. Use the link or QR code below to register. 

Win your copy of GRIPIPEDIA and a huge bag of resources! Aussies enter on Facebook.  US friends enter on Instagram. 

We hope to see you at the webinar! This page will be updated with sales details after the launch. 

We are so proud of this book and can't wait for you to access it!

Point vs nib of a pencil.
Letter size vs A4 size copy paper. 
Slant board vs slope board. 

Sometimes when I speak to my American colleagues, it feels like we are speaking a different language. 

MTSS is a phrase that I've heard but I've had to learn what it actually means, what it might mean for pencil grasp and handwriting, how it translates into the Australian context and how it affects me as a solo private practitioner. 

It prompted me to think ... "What do we do at a universal level to support handwriting development and what additional support might some students need?" While the education systems in the US and Australia are different (they aren't even identical across the Australian states), the underlying principles are transferable and relatable. 
​
What is MTSS (Multi-tiered system of supports)? 
A multi-tierd system of supports is a framework for organising increasingly targeted support according to student need.  The commonly used three-tier structure  includes:

Tier 1: Universal - for 80 % of all students.  Instruction and environmental supports are provided across the classroom or school. 
Tier 2: Targeted - for 15 % of students.  Students who need more than the universal supports receive additioanl, targeted intervention (often in small groups).
Tier 3: Intensive - for 5 % students with more significant or pesistent needs. Support becomes individualised and intensive. 

Students more between the tiers based on their response to intervention. Collaboration between teachers, families and professionals include screening, progress monitoring, data collection and problem-solving so that students receive the right level of support at the right time. 

So how do we apply this to pencil grasp and handwriting? 

Tier 1: What does every child need in order to have the best chance of developing functional handwriting skills? 
An OT might contribute to:
​• Evidence-based handwriting curriculum
• School-wide PD on fine motor development
• Classroom push-in support
• Environmental modifications
• Teacher training on grasp pattems
• Whole-class fine motor warm-ups
• Universal design for leaming
• Progress monitoring quarterly
• Pencil grip cues posted in classroom
• Fine motor centers
• Regular movement breaks
• Developmental skill checklists
• Parent education resources
• Screening for at-risk students
• Proper seating/desk positioning
• Age-appropriate writing tools

Tier 2: What about the students who need more support?
This might include OT support such as:
• Small group instruction
• Fine motor skill stations
• Pencil grip progression activities
• Handwriting practice groups
• Teacher consultation weekly
• Modified writing tools/grips
• Visual motor skill activities
• Progress monitoring 

Tier 3: When individualised supprot is needed.
An OT might provide: 
• Direct 1:1 OT services 
• Specialized adaptive equipment
• Sensory integration techniques
• Custom therapeutic exercises
• Home program development
• Progress monitoring weekly
• IEP goal development
• Assistive technology evaluation

Australian Context
​MTSS is well established in the USe education system, but Australia does not have one nationally mandated MTSS framework used by every school.  Australian states, territories and education sectors (public, private, catholic) use a range of frameworks and terminology.  However, the underlying concept of "universal -> targeted -> individualised support" is present in Australian education. 

Another key difference is that in Australia there is not a single national model for school-based OT, and not every Australian school employs an OT. Not every Australian school allow therapists on-site to work with students. 

An OT working in Australia might be:

• ​employed directly by a school
• employed by an education system
• working across several schools
• contracted by a school working for an external allied health provider
• a private practitioner supporting individual students
• employed by community or public health 

Personally, as a sole private practitioner, how does this apply to me (or you, if you are in a similar position)?
​The MTSS framework provides a way of thinking where we can consider a student's context.  At tier 1, I can consider that what I share for my particular student may also benefit the whole class.  A pencil warm up activity may be demonstrated so that the teacher can instruct the whole class.  A poster or resource could be used to support all the students.   At tier 2, I can collaborate with the teacher to develop additional writing opportunities, targeted practice or a fine-motor station.  At tier 3, I might provide individualised support for the student and consider how can intervention carry over into everyday school life?

Do you work from the MTSS framework or similar? I would love to hear your perspective. 

​We've providing you with a free resource to reference the "Multi-Tiered System of Supports (MTSS) approach for pencil grasp and handwriting development". This practical visual framework outlines universal, targeted and intensive supports, helping OTs and educators consider how to support all students from whole-class strategies through to individualised intervention.

Make sure to also download the previous free resources if you haven't already:
* School Readiness Skills
* The Developmental Progression of Pencil Grasp
* Check your grasp
* How to Size a Desk
These resources are part of Gripipedia — a practical guide to pencil grasp evaluation and intervention. More details coming VERY soon!
​

When a child struggles with handwriting, we often look first at the pencil grasp, the pencil, or the handwriting itself.

But sometimes the problem is much closer to the child’s body.

Is the furniture the right fit?

A desk and chair that are too high, too low, too deep or otherwise poorly matched to a child can change the way they sit, position their arms, hold their pencil and use their hands for writing.
Before we start teaching a new pencil grasp or changing the way a child writes, it is worth taking a moment to look at the whole writing set-up.

Furniture is part of the environment that supports function.

The goal of a good workstation isn't to make a child sit perfectly still in one "correct" position. It is to provide enough support and stability for the child to use their hands effectively, while still allowing them to move.

In the previous article "The why and how of vertical surfaces" we looked at proximal to distal stability of the upper body.  The principle continues to apply when the child is seated at a table.  When the body has a supportive base, the upper limbs have greater freedom to move. When the furniture doesn't fit, a child may use extra effort to stabilise themselves, leaving less capacity for the fine motor demands of writing. 

This is why furniture fit matters for function.

What does a good writing position look like?
There isn't one perfect posture that every child needs to maintain.

Children naturally shift, lean, move their feet and change position while working. Movement is normal and often helpful.

Instead of looking for a rigid "correct" posture, look for a position that allows the child to be:

• comfortable
• supported
• stable enough for the task
• able to move their arms freely
• able to see and reach their work
• able to change position when needed

Consider the relationship between the feet, chair, desk and child.
Feet: Create a stable base
Ideally, a child's feet should be supported on the floor or on a stable footrest. When feet are dangling, children may compensate by swinging them, wrapping them around chair legs or hooking them underneath the chair.  They may even choose to sit crosslegged on their chair.  One of my previous students was referred to me as they were squatting on their chair! Foot support provides a stable base for the body but it doesn't mean feet have to remain completely still.

Chair: Support the body
The chair should allow the child to sit comfortably with their pelvis and trunk supported. A backrest can provide useful support, particularly during longer writing tasks. The child should be able to sit back into the chair rather than constantly perching on the edge or using their legs to create stability. The chair also needs to work with the desk height. A chair that is too low or too high can change the child's entire position at the desk.

Some children benefit from movement with a wobble chair or alternate seating. A balance cushion to sit on or a cushion behind the child's back can also provide additional support. 

Desk: Writing surface function.
The writing surface should allow the child's arms to rest comfortably while keeping their shoulders relaxed. The writing surface can sit approximately 2 inches (5 cm) above the child's bent elbow when they are sitting comfortably. This is a guide and some children may benefit from a slope (slant board) for forearm and wrist support. 

Look for:

• relaxed shoulders
• comfortable elbow positioning
• forearms that can rest or move freely
• enough space to move the writing arm
• the ability to reach and reposition the paper

What happens when the furniture doesn't fit?
Children are excellent compensators.
If something in their environment isn't working, they often find their own solution.
You might see a child:

• slumping forward
• sitting on their legs
• swinging or wrapping their feet
• leaning heavily on the desk
• raising their shoulders
• sitting very close to the page
• standing at the desk
• moving constantly
• changing their pencil grasp
• using their whole arm or trunk to compensate for limited hand movement

"Does this position support what this child is trying to do?"
A quick furniture fit check can provide valuable information about a child's positioning and posture.  The goal is furniture fit for function.

We've created a free How to Size a Desk resource to help you quickly check a child's desk and chair set-up.
It provides a visual guide to:

• desk height
• chair support
• foot positioning
• sitting position
• posture
• signs that it may be time to check the desk size

It's designed to be an easy reference for OTs, teachers and families; whether you're checking a classroom workstation, therapy space or homework desk at home.
​
Download your free copy and check whether the furniture is fit for function.

Make sure to also download the previous free resources if you haven't already:
* School Readiness Skills
* The Developmental Progression of Pencil Grasp
* Check your grasp
These resources are part of Gripipedia — a practical guide to pencil grasp evaluation and intervention. More details coming soon!

Cindy is a registered occupational therapist practising in Sydney, Australia.  She has two growing children who are a constant source of inspiration and learning.  Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete).  Cindy is the author of the Occupational Therapy blog Your Kids OT.  Read more articles from Your Kids OT at https://www.yourkidsot.com/blog

Cindy is a contributing author of the Functional Skills for Kids Therapy Team.  They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK.

​The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. ​​​
YKOT shop:  https://www.yourkidsot.com/store/c1/Featured_Products.html
Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Your-Kids-Ot
You Tube Channel: https://www.youtube.com/channel/UCZUz_5nYEOCkj32DiOCQo4Q/featured
Facebook: https://www.facebook.com/yourkidsot
Instagram: https://www.instagram.com/yourkidsot/
Pinterest: https://www.pinterest.com.au/yourkidsot/
​

Have you ever suggested that a child draw on a window, write on a whiteboard or paint on an easel?

There is something deceptively simple about working on a vertical surface. It can look like “just another way to draw,” but changing the position of the work surface changes the way the whole upper limb has to work.

For children developing fine motor skills, this can provide an opportunity to work on proximal stability, upper-limb strength, wrist stability and distal hand control — all important foundations for activities such as drawing, handwriting, cutting, dressing and manipulating small objects.

If you're thinking about school readiness, vertical surface activities are also part of the bigger picture. In my recent article, [School Readiness Skills with Free Printable], I include drawing and painting on a vertical surface as one of the activities that can help children develop the physical foundations needed for school participation. School readiness isn't just about sitting at a desk and holding a pencil but about developing the physical, cognitive, fine motor and self-help skills that support participation across the school day.

Why does proximal stability matter? Think about the upper limb as a chain.
Trunk → shoulder → elbow → wrist → hand → fingers
The parts closer to the body are described as proximal, while the hand and fingers are distal. This is where the familiar OT principle was developed. Proximal stability provides a foundation for distal mobility.

During handwriting, for example, the shoulder and arm need to provide enough stability so that the wrist and fingers can make the smaller, more precise movements required to control the pencil.
We want to give children opportunities to experience and practise stability and controlled movement throughout the upper limb. This is where vertical surfaces can be useful.

What changes when we work vertically?
When a child works at a vertical surface, gravity and the position of the arm change the demands of the task. Instead of resting the forearm on a table, the child has to support the arm against gravity.

Depending on the activity and the child's position, this can encourage:

• shoulder and upper-arm activation
• scapular stability
• wrist extension
• bilateral coordination
• crossing the midline
• controlled arm movements
• hand and finger strength
• visual-motor coordination
• greater stability for the hand and fingers to move

Vertical work can therefore provide a nice progression from large proximal movements towards smaller distal movements.

One of the commonly discussed benefits of vertical work is the tendency for the wrist to move into extension when the hand is raised to work on the surface. A stable, extended wrist can provide a useful foundation for finger movement and manipulation. Vertical and inclined writing surfaces have been described in occupational therapy literature as ways of supporting wrist extension and stability during functional tool use including pre-writing and handwriting activities.

Vertical Surface Ideas
1. Window  activities - A window provides an interesting visual experience because the child can see through the surface. 
Try:

• use washable window markers to draw
• paint with water
• use reuseable stickers or decals on the windows
• "clean a window" with a spray bottle, cloth or sponge 
• make a suncatcher with cellophane in different colours
• use sucker toys on the window

You can also fix paper onto a window surface temporarily with masking tape or blue tack. 

2. Use a whiteboard or chalkboard
Whiteboards and chalkboards are fantastic because they allow children to make large movements without worrying about paper.  Whiteboards provide an opportunity for lighter pressure and chalkboards encourage more pressure. This is a great contrast for children to try both experiences.  Here is a fun idea using a whiteboard with a ball and Squigz.

3. Paint at an easel
Try:

• large paintbrushes
• rollers
• sponges
• cotton buds/Q Tips
• water painting
• chalk paint
• painting with both hands

4. Use magnets
A magnetic whiteboard or fridge are wonderful vertical surfaces to use a variety of magnetic toys.
Try:

• magnetic letters
• small magnetic shapes
• building pictures
• matching games
• moving magnets through a maze

5. Tabletop vertical surface opportunities
Try:

• A "put in/posting" box  - cardboard box with holes placed in a vertical plane (Check out how we feed monsters here with sensory snakes and here with playdough and cutlery)
• Book stand / cookbook holder — place paper, a whiteboard or laminated activity on it.
• Tablet stand — a sturdy tablet holder can hold a small whiteboard or acrylic sheet.
• Acrylic photo frame — slide a piece of paper inside and let the child draw on the surface with whiteboard markers.
• Slanted file organiser — some sturdy desktop organisers can hold paper or a small board almost vertically.
• Small tabletop easel — the obvious one, but inexpensive and easy to use.
• LEGO/Duplo baseplate mounted or placed vertically — great for building rather than drawing.
• Pegboard — place it upright on a table and use pegs, rubber bands, hooks or small objects.
• Slope board/Slant board - draw or paint.​

What are your favourite vertical surface activities? 
​​​​

​To celebrate the launch of Gripipedia, we’re giving away a copy of our book plus a rolling bag full of occupational therapy supplies! Total worth over $400 Aus Dollars. 
To enter: Find the details on the YKOT Facebook Post. 

Winner announced on September 18th, 2026. Gripipedia is coming! Register for the free webinar and launch with bit.ly/Gripipedialaunch

Open to Australian residents only. American OTPs, head over to Instagram where Miss Jaime will be offering you the same giveaway!

Twelve years ago, I published the very first blog post on Your Kids OT.

It was about something that therapists, teachers and parents still ask me about every week.

Does it really matter how a child holds their pencil?

Looking back, I can see how much I've grown as a therapist, educator and writer. I smile at the graphics, the formatting and even some of the wording. If I were writing it today, I'd explain things differently, but...

The heart of the message hasn't changed.

Pencil grasp has never been about achieving the "perfect" grip. It's about understanding development. Children's grasps evolve through play, experience, opportunity and practice. They experiment. They find functional ways to interact with the world around them.

Our role is to understand why a child is holding a pencil the way they are, whether it's helping or hindering them, and what skills might need support. 

The first article was the beginning of a journey that has led to countless articles, resources and now, a book devoted entirely to understanding pencil grasp and hand development. I am looking forward to sharing it with you very soon. 

A part of understanding the fundamentals, is to be aware of the developmental progression of pencil grasp and what is expected according to age.
​

Transitional Grasps
These grasps develop as the child gains stability in their shoulder, elbow and wrist. The forearm may be elevated from the table or the child may be beginning to rest it on the table. The movement of the pencil is controlled by extrinsic hand and arm muscles (Schwellnus, et al 2012). Finger movements are beginning to develop. These grasps are seen as transitional by Schneck & Henderson (1990) as they are continued until six years of age. Children can work on upper extremity weight bearing or vertical surface activities to promote development of a mature grasp.

Mature Grasps
A mature pencil grasp involves intrinsic muscle function for efficient distal movements of the pencil, minimizing fatigue from muscle tension (Schwellnus, 2012). Forearm stability also enables the wrist to rest on the table with slight extension. The forearm can comfortably glide across the table as the child writes from left to right. The position of the fingers may be the same as some of the transitional grasps. Mature pencil grasps are categorized with dynamic finger movements and ulnar stabilization. Ulnar stabilization means that the pinky and fourth finger are stabilized or “tucked in” to the palm.

Download your FREE copy of the developmental progression of pencil grasp reference sheet. This is an updated version of the one I shared all those years ago. It now includes separate right hand and a left hand pages. Use it to support observation, education and discussions about pencil grasp. 

Includes:

• Visual progression of common pencil grasps
• Developmental sequence from immature to mature grasps
• A quick-reference guide for therapy, classrooms and home
• Left and right hand images

But that's not the end of the story. If you are keen to learn the research behind pencil grasp, what to do when your child is not using a typical grasp, how to describe a grasp to others, decision making about when to change (or not change) a grasp pattern and a whole lot more; stay in touch as Gripipidea is coming soon. 

Until next time, 

Cindy is a registered occupational therapist practising in Sydney, Australia.  She has two growing children who are a constant source of inspiration and learning.  Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete).  Cindy is the author of the Occupational Therapy blog Your Kids OT.  Read more articles from Your Kids OT at https://www.yourkidsot.com/blog

Cindy is a contributing author of the Functional Skills for Kids Therapy Team.  They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK.

​The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. ​​​
YKOT shop:  https://www.yourkidsot.com/store/c1/Featured_Products.html
Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Your-Kids-Ot
You Tube Channel: https://www.youtube.com/channel/UCZUz_5nYEOCkj32DiOCQo4Q/featured
Facebook: https://www.facebook.com/yourkidsot
Instagram: https://www.instagram.com/yourkidsot/
Pinterest: https://www.pinterest.com.au/yourkidsot/
​

As a parent, we have all been there.

"Brush your teeth."
"Put your shoes on."
"Where's your drink bottle?"
"Did you pack your homework?"

Some mornings can feel like we're repeating ourselves over and over again.

It can be really frustrating especially when you are trying to get ready yourself in order to get out of the door. This is a common reason that occupational therapists are asked to help. During the last week, I've worked with two families in their homes to help them to develop some strategies. It is a struggle for so many families. 

Many children know what they need to do, but remembering the steps, staying on task and finishing independently is hard. 

Why are routines so hard for some children? 
Getting ready in the morning isn't just about putting on clothes.
Children need to:

• remember multiple steps
• organise materials
• manage time
• stay focused
• switch from one task to another
• monitor what they've already completed

These are all executive functioning skills.

Executive functioning refers to the mental processes that help us plan, organise, initiate tasks, sustain attention, regulate emotions and monitor our own behaviour. These skills continue developing throughout childhood and adolescence, so many children benefit from external supports while these abilities are still emerging. 

Daily Routines: Morning and Bedtime
​Morning routines are often time restricted. During the school holidays, the pressure is off but when school resumes, the time factor plays a huge demand on children. It can be so overwhelming that some children then refuse to go to school. 

The morning routine might include:

• get dressed
• eat breakfast
• brush teeth
• packing a school bag
• final check before leaving

A calm, predictable bedtime routine helps children to prepare for sleep.  The evening routine might include: 

• shower or bath
• putting on pyjamas
• brush teeth
• pack school bag
• choose tomorrow's clothes
• bedtime story
• lights out

Preparing the night before means there are fewer decisions to make during busy mornings.

Why visual supports work.
Visual supports reduce the need for constant verbal reminders. Instead of hearing another prompt from an adult, children can look at the checklist and decide what comes next.
Visual checklists also:

• reduce working memory demands
• increase independence
• provide consistency
• reduce power struggles
• help children experience success
• create predictable routines

Over time, many children internalise the sequence and rely less on the visual support.

How to introduce a visual checklist

1. Complete the routine together.
2. Point to each picture as your child completes it.
3. Encourage your child to check what comes next.
4. Praise their independence rather than reminding them verbally.
5. Gradually step back as they become more confident.

If something is forgotten,  try asking, "Can you check your routine?" or "What's next?" or "How many ticks (check marks) have you put on your chart?" When we provide "strategic questioning", we are encouraging self-monitoring and self-checking. This models to your child how they can eventually question themselves. 

I've recently updated my routine resources to give families more flexibility.

Routine Visual Checklists  are perfect for everyday use and focus on self-care. 
✔ morning routines
✔ bedtime routines
✔ easy to laminate
✔ suitable for home

Lift-the-Flap Routine Checklists
Some children love interactive resources. The popular (revised) lift-the-flap morning and after school checklists allows children to physically flip each completed task over to reveal a tick/checkmark (✔️), providing immediate visual feedback and a sense of accomplishment. 

These checklists focus on packing and unpacking the school bag, eating breakfast, putting on/taking off socks and shoes. This is the "let's get out the door" and "what happens when you immediately arrive at home" checklists. 

These checklists will NOT work if you (or the parents you are working with) don't put in the time to help your child to achieve them. We can't expect our children to use these on their own immediately. We need to help our children to become invested and motivated with the process. 

For younger children, we might make this more of a game. We might introduce executive functioning activies that focus on building one step instructions to multiple steps. This could include packing away toys, playing hide-and-seek with items of clothes, washing different body parts, etc.  This executive functioning guide for parents may help you to learn about this process. 

For older children, I might ask them to think of the steps involved in looking after themselves in a day. I use strips of paper and ask them to think of what things they need to do (via strategic questionning). I might even act out their answers to help them see what is missing. Then I ask the child to order the strips of paper into a "daily routine". You could even colour code self-care tasks separately from other tasks such as homework, chores or play. Note: There is no colour coding in the photograph below, the colours were chosen randomly. 

Whether you make your own checklist or use either of the ones I've shared here (daily routine and lift-the-flap), you can support your child to participate in their own daily self-care and routines.  Visual checklists really do help children develop planning, organisation, self-monitoring and independence skills.  We are building skills that they can use throughout childhood and beyond. 

Until next time,

​It's the end of the academic year in the northern hemisphere.
It's the middle of the school year here in Australia.

Why are we talking about school readines?! 
​
Helping our children to be ready for school does not happen overnight. It doesn't even happen in just a few weeks. We are taking a look at the strong foundations that are needed in the preschool years (approx 3 - 4 years of age). 

When some parents hear the words school readiness, they often think about letters, numbers and learning to write a name. That's only a small piece of the puzzle, a small part of being ready for school. 

School readiness begins long before a child sits at a desk. As an occupational therapist, I'm looking at a holistic view of readiness; developing the physical, cognitive and self-help skills that allow children to participate confidently in classroom activities. These foundational skills are built through play, movement and everyday experiences.

Here are the key areas to focus on before they start school.
1. Gross Motor Skills
Gross motor skills develop the large muscles of the body. They are essential for sitting upright at a table, navigating the playground, joining in sport and having the stamina to get through a busy school day. Children this age love and challenge their gross motor capabilities. Provide opportunities such as:

• Riding a tricycle or scooter
• Climbing playground equipment
• Obstacle courses
• Balancing on beams or stepping stones
• Drawing or painting on a vertical surface

These activities build core strength, balance, coordination and motor planning.

2. Fine Motor Skills
Fine motor skills are important for managing classroom tools such as crayons, scissors, craft supplies and pencils. They are also important for managing cutlery, fastenings (like buttons, zippers and toggles), and daily tasks such as opening packaging, undoing bottles, opening/closing lunch boxes and more!
Some favourite fine motor activities include:

• Playdough (so many ideas HERE)
• Tongs and tweezers (check out my favourite tongs HERE)
• Threading beads (read a developmental progression of threading HERE)
• Pegs/Clothespins (I have some ideas HERE)
• Finger painting and stamping (free printable HERE)

You will have many more fine motor skills ideas on my social media pages and website.  

3. Bilateral Coordination
Many everyday school activities require both hands to work together. It's also helpful to encourage children to reach across their body (crossing the midline), which supports the development of a preferred hand for writing. The ability to cross the midline also affects posture, alignment of writing on the page, stability of the writing page (with the helper hand) and directionality for reading and writing. Read more about bilateral coordination HERE.
Bilateral coordination activities include:

• Cutting with scissors
• Holding paper while drawing
• Opening lunch containers
• Dressing independently

Activities like threading, construction toys, pretend cooking and craft help to build bilateral coordination.

4. Visual-Perceptual Skills
Children need to interpret what they see. These skills underpin reading, mathematics, handwriting and problem solving. Read more about visual perceptual skills HERE. 
Visual-perceptual skills help children:

• Complete puzzles
• Match and sort objects
• Recognise patterns
• Notice similarities and differences
• Understand shapes, colours and sequences

Simple games and everyday play provide plenty of opportunities to develop these abilities. Take a look at my room tour video of some of my favourite shapes and visual motor activities HERE. 

5. Tool Use and Early Writing Skills
It's important not to rush to writing! Offer short crayons or pencils, encourage drawing and tracing, colour within simple outlines and practise cutting along lines before moving to drawing basic shapes. The goal isn't neat handwriting at this age. 

When we (ie.occupational therapists) talk about "pre-writing skills" we are referring to drawing simple lines, shapes, representational drawing and even scribble. We are helping children to make visual motor connections, develop spatial awareness and make intentional marks. 

• Try drawing together, adding lines and talking about what these lines represent. 
• Try tracing around objects (eg. plates, blocks, scissors, cutlery, child's hand, etc).
• Try rubbing over leaves or coins. 
• Try chalk drawing on the footpath/pavement, driveway, brick wall. 
• Try "water painting" on any outdoor surfaces (this was a favourite for my own children when they were this age). 
• Try "drawing" in sand with toys, a paintbrush or even a golf tee!

I was visiting a preschool recently and overheard an educator speak with a parent. The educator was describing how the child was holding the pencil a certain way and how she would like to see them move towards a tripod grasp. She was also explaining how they were helping the child getting ready for school through various activities. 

I was listening and wishing that I had a resource that I could offer the educator, who in turn could offer it to the parents she met with.  So, I designed it! 

This printable contains (the information in this article):

• ✓ Key school readiness skills for 3–4 year olds
• ✓ Simple, everyday activities to encourage development through play
• ✓ Information about pencil grasp development and what is typically expected at this age
• ✓Tips to strengthen gross motor, fine motor, bilateral coordination, visual-perceptual and pre-writing skills
• ✓ Ideal for parent education, a teacher resource and as therapy handouts

The best thing is that I'm giving this printable to you for FREE. Download this today from the Your Kids OT shop. 

Looking for More School Readiness Ideas? Read some of previous blog articles

• Five ways to get your child's body and mind ready for school
• 10 things to practise before starting big school
• Helping anxious children with school
• School Readiness Checklist​
• I'm ready for School (lift the flap morning checklist)

Until next time!

Cindy is a registered occupational therapist practising in Sydney, Australia.  She has two growing children who are a constant source of inspiration and learning.  Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete).  Cindy is the author of the Occupational Therapy blog Your Kids OT.  Read more articles from Your Kids OT at https://www.yourkidsot.com/blog

Cindy is a contributing author of the Functional Skills for Kids Therapy Team.  They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK.

​The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. ​​​
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Fast speed? Slow speed? Just Right? 

The Alert Program®, often known as "How Does Your Engine Run?", was developed in the 1990s by occupational therapists Mary Sue Williams and Sherry Shellenberger. It was created to help children develop awareness of their levels of alertness and learn strategies to regulate their energy, attention, and participation across different environments.

It is a program that I've used for many years.  Over the years, I've adapted it and tweaked it as I've gained a deeper understanding of regulation, interoception, sensory strategies and neuroaffirming practice. Before I share these, let's take a look at the Alert Program® fundamentals. 

The program uses the metaphor of an engine to help children understand their internal state:

• Low speed – tired, sluggish, low energy
• Just Right speed – alert, engaged, ready for participation
• High speed – energetic, excited, overwhelmed, or restless

Rather than focusing solely on behaviour, the Alert Program encourages children to notice how their bodies feel and identify strategies that help them participate in daily activities.

The Alert Program® teaches:

1. Self-awareness – noticing body signals and levels of alertness.
2. Self-regulation – recognising when changes may be helpful.
3. Strategy selection – learning what sensory, movement, environmental, or cognitive supports work for the individual.
4. Independence – gradually developing the ability to monitor and support one's own regulation.

The Developmental Pyramid
​The Alert Program® is closely linked to sensory integration theory and the concept that higher-level skills are built upon foundational body systems.  The Pyramid of Learning by Taylor and Trott (1991) was published  in "How does your Engine run? A leader's guide to The Alert Program® for Self-Regulation" by Williams and Shellenberger. Permission to publish this diagram here at Your Kids OT was obtained by Maryann Trott directly in October 2018. 

The Pyramid of Learning (read more HERE) is a way of looking at the whole child. The very foundation of the pyramid is a child's central nervous system which is closely linked to their sensory systems. Adequate sensorimotor development is built on adequate registration and processing of sensory information (from the tactile, vestibular, proprioception, olfactory, visual, auditory and gustatory systems). Sensory motor development includes postural security, awareness of two sides of the body, motor planning, body scheme, reflex maturity and ability to screen input. This then supports perceptual motor development including eye-hand coordination, ocular motor control, postural adjustment, auditory language skills, visual-spatial perception and attention center functions.   

It is important that sensory strategies are developed based on a child's sensory preferences.  Read more below when we talk about strengths. 

A Neuroaffirming Perspective
 There are a number of ways to use the Alert Program® with a neuro-affirming approach. If you want to read more about what "neuroaffirming" means, read this article. 

* "just right for...."
​In neuroaffirming practice, many therapists emphasise that the goal is not to make every child achieve a "just right" state, but to help them understand their own patterns of regulation, and make choices that support participation and wellbeing.  This means acknowledging and understanding that "just right" can appear differently in children and across activities. Therapists, teachers and parents can help children to work out the optimal arousal for daily tasks such as getting ready for school, participation in the classroom, joining in with a sports activity, going to bed, etc. 
 
* Body Awareness and Interoception
To help children to develop self-awareness, an understanding of their own body signals, and levels of arousal; occupational therapists have incorporated interoception skills (read more HERE) into the Developmental Pyramid discussed previously. Interoception helps children recognise the body signals that contribute to a low, medium, or high engine speeds. Body scan meditation can help children to develop mindfulness about their current arousal and alert levels. It may highlight body signals such as breathing, heart rate, muscle tension, temperature, emotions and energy. 

You can ask:

• "How does your body feel?"
• "What helps when your engine feels like this?"
• "What do you notice?"

I've used the pages from my Body Scan Check resource, adding them to a paper plate to make a "steering wheel". Some children have loved the extension of the "engine" analogy as the steering wheel is the "control" for adjusting their body (ie. engine). See the image above and video.  Children “drive their engines” by identifying their body signals and noticing what levels of arousal they have. Sometimes this is done retrospectively rather than in the moment to reflect on “how was your body feeling?”. We use the steering wheel to notice body signals and identify engine speeds. We then flip the plate over to check strategies that we can use to change our engine speeds if that it is needed.

* Self-awareness not behaviour management
We can  move away from "right" and "wrong" engine speeds. 
Instead of:

• "Your engine is too high."
• "You need to calm down."

You can try:

• "Is your engine running fast?"
• "What is your body telling you it needs?"
• "Is this engine speed working for what you're doing?"

• "Would you like movement, quiet, or sensory input?"
• "What usually helps your engine?"
• "Do you want help or would you like to try something yourself?"

* Engine Analogy? One Metaphor does not fit all!
The authors acknowledge that the engine anology is just one way to describe how alert somone might feel.  They suggest that therapists search for words that have meaning to children (or adults) using this program such as using colours, animals, special interests, etc.  Have you made one of these adaptions? 

Allow children to develop their own descriptions of their internal experiences such a busy, sleepy, excited, focused, overloaded, energised, calm, tense, cruising, etc. 

* Executive Functioning Strategy
We can incorporate an executive functioning strategy together with the Alert Program®. In previous articles, I have shared a traffic light strategy (read more HERE) which we can adapt... to encourage children to pause, be aware, and make choice.
You could introduce the traffic light as:
🛑 STOP – Notice my body clues.
🟡 THINK – What is my body telling me?
🟢 GO – Choose what might help.

The traffic light works really well with the "engine analogy" and our "steering wheel" mentioned previously. 

​* Strengths Based Approach
We can use a child's sensory preferences to identify their strengths (read more HERE). We can help them to build self-awareness and help them to advocate for themselves as needed. A strengths-based approach is important. It helps us to see our children with understanding and appreciate what they are naturally drawn to but it also helps us to know how to support them. As parents, educators and therapists, we want our children to not only survive but to thrive. 

Some children will find it difficult to recognise their own body signals and sensory strategies that might be helpful. It is important that adults are aware of coregulation and the importance of "sharing your calm".  Find out more about sensory profiles, strengths and co-regulation strategies in the Sensory Profiling Guidebook. 

When using the Alert Program®, it can be helpful to ask:

• Are we teaching self-awareness or compliance?
• Are we helping the child understand themselves or fit our expectations?
• Are we changing the child, the environment, or both?
• Does this strategy support the child's participation and wellbeing?

The purpose of the Alert Program® is not to teach children to be calm, quiet, or compliant. It is to help them understand their unique patterns of regulation, recognise what they need, and develop strategies that support participation in the activities that matter to them.
​

The Alert Program® is not about changing children or making them fit a particular expectation. It is about helping them to develop awareness of their own body signals, understand what those signals mean, and discover strategies that support their participation in everyday life. Just as a car needs different speeds for different roads, children need different engine speeds throughout the day depending on the activity, environment, and how they are feeling. By using the traffic light approach to stop, think, and respond to body clues, children can build interoception, self-awareness, and self-advocacy skills. When children learn to listen to their bodies and identify what helps them, they develop the confidence and tools to participate in ways that work for them.

Are you using the Alert Program in a neuroaffirming way? I would love to hear your approach!

Mazes!

They look like a just a "pencil paper" activity, but MAZES work on so many skills that OTs use them regularly! The combination of visual perceptual skills, executive functioning and motor skills appeal to us as OTs, however for kids, they are fun! Mazes are a form of "puzzle" which can be really organising for children as the steps needed to solve it help to make sense of what they see, sequencing steps to get from one location to the next while noticing visual boundaries. 

Before we even start with paper mazes, we start with toys and games that involve mazes. There are a commercially available toys that provide a maze-like component. Some require a child to solve a maze and others to create it. Here are a few ideas!
1. Make your own maze with craft sticks. Glue them onto a board (see title photo) or place them on a table (see this article). Use a marble, pom pom, small ball or even a toy car. 
2. Fabric marble maze. Make your own (see this article) or buy this commercially (Amazon link). This provides a fine motor work out as your child uses their fingers to push the marble through the fabric maze. 
3. Wikki Stix Maze. Make this for your child to complete or ask your child to design and make a maze using wikki stix (see IG video). Wikki stix are wax covered strings that can bend and twist into various shapes. They stick onto most surfaces and combined with a whiteboard, make a great "maze" boundary. 
4. Washi-tape Maze. Make your own maze with "washi tape" on a zip lock bag. Use small figurines to move through the maze. 
5. Commercial games like Magnetic sorting toys, Rush Hour, Labyrinth and Smart Dog Obstacle Run are also fun "maze-like" ideas!

​Visual perception is the process of extracting and organising information, giving meaning to what we see. It is required to perform everyday tasks, such as reading, copying information from a board or understanding symbols. 

Mazes provide a fun way to develop visual perceptual skills including:

• Eye-hand coordination (eg. drawing precise straight or curved lines within a visual boundary).
• Figure ground (the ability to see an object or form when presented in a complex background with a lot of visual information at one time).
• Visual discrimination (classifying and matching pictures).
• Position in space (relates to understanding directional language concepts, such up/down, left/right).
• Visual memory (ability to remember and recall pictures).
• Visual motor integration (ability to make sense of visual information and then use it appropriately when performing a motor task)
• Visual closure (ability to visualise the whole of an object or picture such as a complete a path from the beginning to the end)
• Form constancy (ability to recognise forms and objects as the same in various situations).

Moving from physical mazes to the pencil/paper variety adds the extra elements of fine motor skills and pencil control. Pencil control is an important pre-writing activity. Mazes provide a way to practice starting and stopping, changing direction, applying adequate pressure to the page and noticing visual boundaries.

Until next time,

Expectations.
What does a child expect when they start occupational therapy?
What do parents expect? 
What does a teacher expect?

What shapes these expectations?

Where does an OT start? What is the priority? 

It may be no surprise but the priority for me is always connection, developing the relationship for active engagement. Helping a child feel comfortable, relaxed, and actively wanting to participate.  Helping them to be motivated to work on goals (potentially set by their parents or teachers). Building a psychologically safe environment is intentional.

Occupational therapy is often new to children and to families.  What is that "you" do?  Even if the first face-to-face contact is an assessment, we can establish some rapport and connection before that happens. The initial interaction is so important. The way we greet a child, the way we introduce ourselves, the questions we ask and how we demonstrate our interest in the child are all important ways we build interpersonal connectedness.   Building a relationship to facilitate occupational performance and goals is purposeful. 

The intentional use of our personality, communication style, and professional presence is what occupational therapists describe as the therapeutic use of self (and it is a passion topic for me)!  The therapeutic relationship (with a child or adult) is a two way process. We each contribute, but as the therapist our role is to actively develop engagement so that we can be effective with what we do.  

Holmqvist, K., Holmefu, M. and Ivarsson, A. (2023) say "The therapeutic use of self has been described with intentions such as to alleviate a client's fear and anxiety, guide a client through an activity, a planned conscious action and a way to change occupational performance within the context of therapy".

Occupational therapists are intentional, purposeful and self-aware in how we approach children in a therapeutic context. Through a meaningful authentic relationship we can actively engage a child!

​Beyond the initial connection we make with a child, each time we see them we might consider how we contribue to a child's regulation and reponses.  Rapport and a deep connection develops with time, trust and respect. These are things that can't be demanded but are earnt through experiences. We are always concerned about the child's well-being. 

We might reflect on ... 
* Does the child feel understood and comfortable? 
* Does the child feel pressure to perform or comfortable making mistakes? 
* Does the child feel stressed or willing to try something new? 
* Are we addressing inner motivation and providing a just-right challenge?
* How can we help the child to regulate?
* Can we create curiosity or an invitation to play?

When a child feels understood and emotionally safe, they are more likely to explore, take risks, and attempt new challenges.

The importance of therapeutic relationships is explored in the Intentional Relationship Model (IRM) developed by Renée Taylor. The model encourages therapists to be critically self aware, intentional with our interpersonal approach and adapt it based on the needs of the client and the situation. For example:

• Some children may respond well to a playful, energetic style.
• Others may need a calm, steady presence.
• A frustrated child may need empathy and emotional support before they are ready to continue an activity.

​In a previous article, I wrote about a "Childrens's Rights in OT: What every child should expect!" but the other part to that is from a therapist's point of view. Our ability to be critically self-aware guides our intention and purposeful approach.  What do we contribute to the relationship? How do we manage compassion fatigue? How does a child affect us?  What happens when the children we work with don't want our help? 

The discussion on the Therapeutic Use of Self is a subject that I enjoy talking about as I continue to reflect on my practice as an OT (there are over 25 years to reflect on).  If you are a parent reading this, you may consider how your therapists are intentionally and purposefully building engagement to help achieve goals. If you are a therapist who would love to learn more, there are a few ways to do that! 

Find out MORE: 
* Therapeutic Use of Self Reflective Practice Tool: YKOT Shop ($AUS) or TPT Store ($US)
* Disability Spot Conference "Forging the Future Together: Innovation in Practice" - 30th May 2026. This is an online conference where speakers present in a live presentation on the day. Check out the conference program. 
* The Paediatric Occupational Therapy Conference Australia (POTCA) - 19- 20 November 2026, Brisbane Australia. Use the code "CINDY" for $25 off the registration fee.  This conference is both in-person and online. If you are an Australian OT, I would encourage you to get there in-person! This is the first time that a conference like this is happening!  This is not an academic conference. It is a clinically driven, application based event built around the realities of paediatric occupational therapy in private practice and NDIS contexts. Sessions are designed to translate directly into practice, providing therapists with strategies, frameworks and insight they can implement immediately.

I do not receive any renumeration for registration at either of these conferences. 

​I hope to see you there!