Play+dough

=Play Dough=

Play dough is a quick, easy and fun way for pre-school teachers to encourage fine motor skill development in pre-school aged children. Play dough is a soft dough that can be manipulated into different shapes and is easily made ready for play.

Recipe: Mix together ingredients and knead well: 2 cups flour 1 cup salt 1 cup water A few drops of food colouring (could let the students choose).

Play dough can assist with the development of fine motor skills and can be a tool to assist with learning of textures, shapes, sizes, letters and colours. Fine motor muscle development of the hands is essential for the ability to grasp a pencil and write and self help skills such as independent dressing and toileting (Putting Children First, 2008).

Teachers can give each student a small section of play dough and encourage play, rolling sausages, small eggs, different sizes and shapes to develop different muscles and coordination. Students can create letters with their piece of play dough and teachers can assist the students to learn their colours by having different colour play dough each week and encouraging the student to create something of that colour. After reading a book students can re-create a story using play dough as the art work, assisting with comprehension and recall. Play dough can be a good resource for teachers to use with students who have disabilities, particularly useful with students who have a physical disability as it will encourage muscle development and control in a fun way. Using play dough will assist with finger movement, grasping, finger and thumb opposition and hand control. This will assist the student with many other activities such as holding a pencil, typing on a computer, doing buttons on a shirt and playing games.

Fun and Games. (1992) //Activities for 2-6 year olds.// Nursing Mothers' Association of Australia. p 80.

Putting Children First. (2008). //Supporting children's development.// National Childcare Accreditation Council Magazine for the Australian Government. Issue 28, p 3-5.