Developing a strong pencil grasp
Why does a good pencil grasp matter?
A writing tool is like any other tool it works best when it is used correctly.
Establishing a good grasp makes it easier to form more complex shapes and letters. A strong and flexible grasp also increases endurance for printing and drawing activities.
Teaching a child to use an efficient grasp when they are young ( pre-school age) helps them learn the skill and create a habit, rather than try to correct an inefficient grasp when they are older.
The mature dynamic tripod grasp is optimal for precision and speed.
Grasp patterns evolve like many other fine motor skills.
This is a typical progression.
FIST GRASP OR PALMER SUPINATE
1 to 2 Years
Held with fisted hand, wrist slightly bent and the arm moves as a unit.
DIGITAL PRONATE GRASP
2 to 3 Years
Tool held with fingers, wrist straight, thumb down, forearm moves as a unit, no web space.
STATIC TRIPOD
3.5 to 4 Years
Tool held with thumb, index, and middle finger. No fine movement of fingers, hand moves as a unit. Often uses 4 fingers on tool instead of 3.
MATURE DYNAMIC TRIPOD
4.5 to 6 Years
Open webspace, fingers move during tool use, held with precise opposition of the tips of the thumb, index and middle. Ring and little fingers are bent and curled in.
How can I tell if my child is using a good grasp?
Pencil grasps often develop the way they do for a reason. When a grasp is inefficient it can be related to a number of factors. Grip/pinch strength, joint stability, sensory awareness, shoulder stability, and separation of the hand all impact how a grasp is established.
After considering the age of the child, have a look at the following:
Look at the hand
Is it fisted?
* A fisted grasp is immature and telling you about weakness and instability.
Look at the thumb
Is it straight and squeezed against the tool (leaving no open space?)
Is the thumb on the top of the fingers or squeezed under them?
*These grips are very stable and secure, but allow for little finger mobility. Without mobility the hand gets very tired and cramped.
Look at the position and angle of the tool
Is it is standing straight up?
Are the fingers high on the pencil or very close to the tip?
* Poor positioning on the tool can lead to challenges with pressure and an upright tool can cause additional tension on the fingers.
Look at the arm
Where is the movement coming from?
Is the forearm floating above the writing surface?
Is the wrist popping up?
Is the shoulder and forearm moving while the child creates?
* When the arm is not positioned well additional work and strain is being done. These positions can lead to frustration and exhaustion especially as work demands increase.
What is an efficient and functional grasp?
The goal is to have the child use the pencil with the right combination of mobility of control.
A pencil grasp is efficient when a student is able to perform functional printing, colouring, and drawing tasks. If a student is reporting excessive hand fatigue or pain, likely the pencil grasp should be modified and the muscles of the hand strengthened. Sometimes kids will avoid written work because the task feels exhausting.
Most children can learn to hold a pencil correctly with careful teaching and a combination of activities that promote pincer grip. A tool grasp changes and evolves with the age of the child over the first 6 years of life.
Components of the ideal pencil grasp?
Pencil is grasped between the tips of the thumb and index ( 2nd) finger, and supported against the side of the middle finger.
The last two fingers are curved and rest on the writing surface for stability.
The wrist is bent back slightly
Open web space between the thumb and index finger
Pencil is held about one inch from the tip.
When working on strengthening and developing a pencil grasp:
Use playful and fun fine motor activities. For example spray bottles and clothes pins.
When seated work at a table that fits the child.
Encourage child to work on a vertical surface ( easel, window, shower door) to promote a tiled back wrist position.
Work on tummy. Strengthening the upper extremity is important.
Use tiny, broken pieces of crayon, q-tips or small sponges for drawing activities.
Regularly work on upper extremity strength, consider wheel barrow walks.
Encourage and practice activities that promote separation of the hand ( spray bottles, tongs, eye droppers)
Often parents or teachers have more specific concerns with grasp, legibility and speed. Here is an example of things an occupational therapist might do to help a student who is holding their writing tool too tight.
Use mechanical pencils. Too much pressure and it will break the lead.
Write on a slant board or other vertical surface
Practice drawing or printing on tissue paper. If the student presses too hard the tissue will rip.
Practice printing or drawing on a flattened mound of Play-Doh. The goal is to print without hitting the table underneath.
Using a black pencil crayon have the child practice making grey ( shading and pressing lightly)
References: The information in this article is a summary of years of learning and growing with fellow occupational therapists. Key information comes from Handwriting Without Tears, TRICS for written communication, The Give Yourself a Hand Program/Therapro.
