4.2: Fine/Small Motor Development Stages

Fine/Small Motor Development

Infants and toddlers are learning to engage with the world around them. The small (or fine) motor development encompasses the development of the smaller muscles and movements that children are learning to use. Think of small/fine motor development as what we do with our hands, such as holding onto objects, or typing on a cellphone.

Like in other stages of development, it is important to note that biological, environmental, and cultural influences can have an impact on children's development. Additionally, any child who has a handicap, such as low use of their hands, may be unable to complete tasks in the same way as other children are able to.

Types of Grasps:

Infant Grasps:

• Reflexive Grasp (0-4 months): This is an involuntary grasp. If you place an object in a newborn's palm, they will instinctively curl their fingers around it.
• Crude Palmar Grasp (3-5 months): The baby uses their whole hand to grasp an object, pressing it into their palm with their fingers. The thumb is not yet actively involved.
• Palmar Grasp (5-6 months): The object is held in the center of the palm. The fingers close around it, but the thumb still doesn't play a significant role in opposition.
• Radial Palmar Grasp (6-7 months): The baby starts to use the thumb side of their hand to grasp. The thumb begins to oppose (move towards) the fingers, providing a more secure hold.
• Raking Grasp (7-8 months): The baby uses their fingers in a raking motion to try and pick up small objects, often bringing them into their palm.
• Radial Digital Grasp (8-9 months): The baby uses the thumb and the index and middle fingers to hold an object. The object is held more with the fingers than the palm.
• Inferior Pincer Grasp (9 months): The baby uses the pads of their thumb and index finger to pick up small objects. The grasp is not yet refined, and they may use the side of their index finger.
• Pincer Grasp (10-12 months): This is a significant milestone. The baby can now use the tips of their thumb and index finger to pick up small objects with precision. The forearm is usually lifted off the surface during this grasp.

Toddler Grasps (Related to Tool Use):

As toddlers develop, their grasp patterns evolve further, especially in how they hold tools like crayons and spoons:

• Palmar Supinate Grasp (12-18 months): When holding a crayon, the toddler uses their whole hand with the palm facing upwards. Movement comes from the shoulder.
• Digital Pronate Grasp (2-3 years): The crayon is held with the whole hand, but the palm faces downwards. The thumb points towards the paper, and the arm moves the crayon.
• Static Tripod Grasp (3-4 years): The crayon is held between the thumb and the index and middle fingers, but the fingers move as a unit, with little independent finger movement. The wrist and forearm initiate movement.
• Dynamic Tripod Grasp (4+ years): This is the mature and most efficient grasp for writing and drawing. The crayon is held with the thumb, index, and middle fingers. The wrist is stable, and the fingers move independently to control the tool.
• Quadrupod Grasp: Similar to the tripod, but involves the ring finger for added stability. This can also be a functional grasp.

Infancy (0-12 Months)

0-3 Months: Early Hand Skills

• Reflexive grasp: Grasps objects placed in hand tightly, but involuntarily.
• Opens and closes hands: Begins to have more control over hand movements.
• Brings hands to mouth: An important way for exploration and self-soothing.
• Moves arms actively: May swing arms at toys but with little accuracy.
• Watches hands: Starts to become aware of their own hands.

3-6 Months: Developing Voluntary Grasp and Reach

• Holds small object in hand (palmar grasp): Uses whole hand to grasp, without thumb involvement.
• Reaches for toys with both arms: Developing coordination between vision and reaching.
• Holds hands together.
• Pushes up on arms during tummy time: Strengthens shoulders and wrists, which are foundational for later fine motor skills.
• Briefly holds a toy like a rattle.

6-9 Months: Refining Grasp and Hand-to-Mouth Coordination

• Transfers objects from one hand to the other: Shows increasing coordination.
• Bangs toys together: Explores object properties and cause-and-effect.
• Uses a raking grasp: Attempts to pick up small objects with fingers moving together like a rake.
• Brings toys to mouth more accurately.
• Starts to use an inferior pincer grasp: Uses thumb and index finger pads to pick up small items (less precise than a mature pincer grasp).

9-12 Months: Developing Pincer Grasp and Object Manipulation

• Develops a more refined pincer grasp: Uses the tips of the thumb and index finger to pick up small objects with more precision.
• Points with index finger: Shows emerging dexterity and communication skills.
• Releases objects voluntarily: Can intentionally let go of toys.
• Puts objects into a container: Demonstrates developing hand-eye coordination and understanding of containment.
• Bangs two toys together intentionally.
• Waves goodbye.
• May turn pages of a board book (a few at a time).
• Stacks 2 blocks.

Toddlerhood (1-3 Years)

12-18 Months: Increased Dexterity and Early Tool Use

• Builds a tower of 2-3 blocks.
• Puts small objects into a narrow-necked bottle.
• Turns pages of a board book one at a time.
• Scribbles spontaneously with crayons (using a fist grasp).
• Attempts to use a spoon and cup for feeding (often messy).
• Claps hands together.
• Waves goodbye.
• Can isolate index finger to point.

18-24 Months: Refining Manipulation and Bilateral Coordination

• Builds a tower of 4-6 blocks.
• Turns knobs and handles.
• Removes lids from containers.
• Strings large beads.
• Folds paper in half (with assistance).
• Begins to hold crayons with fingertips and thumb (emerging tripod grasp).
• Uses a spoon more effectively; starts to use a fork.
• Turns pages of a book one at a time more consistently.

2-3 Years: Developing Precision and Tool Use

• Builds a tower of 6-9 blocks.
• Turns single pages of a book with thin pages.
• Snips with scissors (may not be controlled).
• Imitates drawing vertical and horizontal lines and circles.
• Screws and unscrews lids.
• Strings small beads.
• Uses one hand consistently for most activities (hand dominance may emerge).
• Feeds self independently with utensils.
• Washes and dries hands with assistance.
• Puts on and takes off simple clothing items (e.g., socks, large-buttoned shirts).