Let them Play! Supporting children's natural development. - post

You may have come across the image here comparing a preschool child’s hand (right) to a typical 7-year-old child’s hand (left). The reason this image is popping up all over social media is that it provides evidence of children’s physical development and supports the argument that educators and parents should not be pushing young children to master skills beyond their developmental capabilities. Child care professionals who want to explore play-based learning can also review ChildCareEd’s Theory of Learning Buy Now $24.00 and The Best Promotion is Play Buy Now $24.00; these trainings cover learning theory and the role of play, and do not by themselves establish regulatory compliance. 

How does physical development shape fine motor skills?

In general, control of the muscles progresses outwards from the center of the body. For example, children usually develop the muscles of their trunks and shoulders earlier than their legs and feet which are further from the center of their bodies. Therefore, a preschool child’s hands are still developing. Children need opportunities to engage in a range of tasks that develop #fine-motor skills and strengthen coordination in their hands, fingers, and wrists as they grow. Explore strategies for increasing fine motor skills in the early childhood classroom for additional activity ideas.

How can educators support fine motor development through play?

Fine motor development involves the coordinated use of the small muscles of the hands and fingers, often together with visual attention and #coordination. Children build these capacities through repeated, meaningful opportunities rather than through pressure to produce a particular result. Offer materials that invite grasping, pinching, turning, squeezing, drawing, and manipulating objects, and let children choose how to engage.

Set out accessible materials with varied resistance and sizes: soft dough, thick crayons, large interlocking blocks, safe containers with lids, and paper to tear or crumple. Demonstrate a technique when useful, then allow time for children to experiment. Adjust the task rather than judging the child: a thicker writing tool, larger beads, or a stable work surface may make participation more accessible. Supervise closely and select materials appropriate to each child’s age and abilities, particularly when small objects could pose a choking risk.

Observe children during ordinary routines as well as planned activities. Notice which actions they initiate, what adaptations help, and whether they are becoming more comfortable with a task over time. Share specific observations with families and collaborate on familiar, low-pressure opportunities to practice at home. If a family or educator has persistent concerns about a child’s participation or skill progression, discuss those observations with the family and follow the program’s referral and consultation procedures; do not diagnose from a single activity.

Which everyday activities strengthen hand and finger coordination?

Everyday classroom routines can provide purposeful practice without turning play into a test. Invite children to help prepare the environment by turning book pages, placing napkins, opening easy-to-manage containers, or putting large art materials away. During sensory and creative play, offer opportunities to scoop, pour, pinch, roll, dab, and press using safe, age-appropriate materials. These actions exercise different movement patterns while giving children control over their ideas and pace.

#Outdoor exploration can also complement tabletop activities. Digging in soil, gathering leaves, carrying lightweight items, and using simple tools under supervision engage the hands as part of whole-body activity. Rotate materials and observe how children use them rather than expecting every child to complete the same product. For more ideas, see the role of outdoor play in early childhood development and how messy play can invite exploration and creativity.

Keep invitations flexible: children may use blocks to build, sort, or tell a story, and all can involve purposeful hand movements. Adults can extend learning by naming actions, asking open-ended questions, and offering a slightly different tool or material when a child appears ready. Avoid comparing children with peers or treating one activity as a measure of overall development.

How can play remain inclusive and developmentally appropriate?

Children differ in experience, interests, physical access, and the pace at which they develop skills. Offer more than one way to participate: a child may press dough with a palm rather than pinch it, use a larger tool, work at a different height, or participate alongside a peer. Ensure materials are within reach and that children have sufficient time to explore. These adaptations preserve the purpose of the activity while respecting individual strengths and support needs.

For children with limited motor skills, begin with the child’s interests and identify a manageable action that supports participation. Use stable surfaces, larger materials, or adapted tools when appropriate, and coordinate with the family and relevant specialists if the child already receives support. Review simple fine motor activities for child care providers and ways to build fine motor practice into play and daily routines for additional ideas. The goal is meaningful engagement, not identical performance.

#Play should remain voluntary and responsive. Follow children’s cues, provide choices, and allow them to repeat or leave an activity. When adults model, narrate, and offer encouragement without taking over, children can practice persistence and make decisions. For related guidance, read about how motor skills shape child development and why pre-writing skills matter in early childhood.

What should educators remember about children’s natural development?

Children’s hands and coordination develop through growth, practice, and varied experiences; no single image or classroom task establishes what a particular child can or should do. Educators can support development by offering safe, engaging materials, adapting activities for access, observing without comparison, and partnering with families when concerns arise. The central practice is to make room for purposeful #development through play and learning while honoring each child’s individual developmental trajectory.

For complementary examples, see how block play supports child growth and development.

Some great ways to support children as they develop their fine motor skills include:

• Tearing paper
• Kneading dough
• Building block structures.
• Using scissors.
• Using writing utensils and manipulative toys
• Singing songs with hand movements, such as "The Itsy Bitsy Spider" and "Twinkle, Twinkle, Little Star"
• Digging in dirt
• Dress up play
• Beading and puzzles

Looking for some great hand development lessons? Check out our Reels posted on this page for many ideas! Child care professionals seeking additional physical-development learning may also explore CDA Home Visitor Subject Area 2 Part 3 Birth to 5 Buy Now $40.00, which addresses children’s physical and intellectual development; confirm whether any training is applicable to your role and credential pathway before relying on it. 🎥

Summary: How can educators support children’s natural development?

Offer varied, safe opportunities for children to use their hands through play and daily routines. Adapt materials to support each child’s participation, observe progress without peer comparison, and work with families when concerns arise. Developmentally responsive practice makes space for children to explore at their own pace.