Course:KIN355/2020 Projects/Pincer Grasp
Defining the Concept and Its Importance
Acquiring fine motor skills is the foundation that will help the child to develop important skills, such as playing the piano or using a spoon to eat (Nall, 2018). The pincer grasp is displayed when a child uses the tips of their index finger and thumb to pick up small-scale objects, which is a very significant developmental milestone (Nall, 2018). It requires precise control of small muscles in the hands, but if a child does not develop this skill over time, doctors can provide occupational therapy to work towards this delayed development sign (Nall, 2018). Children usually develop this skill between the ages of 9 months and 12 months, however this may vary depending on previous palm-use development and object experimentation (Mink & Zinner, 2010). Initially, conscious and purposefully releasing of the grasped object is hard, although this does tend to improve at 10 months (Mink & Zinner, 2010). According to Nall (2018), there are 3 stages of Pincer Grasp development: the palmar grasp in which the fingers are involuntarily being brought towards the palm when an object makes contact with the palm; the Raking Grasp in which the fingers wrap around the desired object over the top without pushing against each other; and the Inferior Pincer Grasp in which the child is involving the pads of the thumb and index finger to obtain a grasp on the object (Nall, 2018). Some activities to foster a child’s pincer grasp development can be demonstrated by placing a soft food or small items around the proximity of the child in hope that he/she will practice grasping it and working towards a full pincer grasp.
Role in Childhood Development and Contemporary Considerations
Pincer grasp is one of a child’s first movements and It inevitably will play an important role in the acquisition of fine motor skills, such as object manipulation and hand-eye coordination. As early as 9 months of age children start to be capable of eating with their fingers, which requires adequate grasp development and coordination. Some other fine motor milestones include throwing a ball at 18 months, writing and folding a paper at 24 months and drawing vertical and horizontal strokes at 30 months (Lipkin, 2009). Moreover, object exploration is important because it is part of a developmental cascade that facilitates social and cognitive growth (Libertus et al., 2014). However, a lack of object exploration could lead to delayed development, which indicates disorders in the early stages. Autism spectrum disorder can be defined as impairments in social functioning and communication. Studies report that “reduced grasping and object-exploration infants at high familial risk for ASD” (Libertus et al., 2014). Additionally, ASD endophenotype is a trait that occurs more commonly in affected and unaffected family members of a risk group. According to Libertus et al. (2014), ASD endophenotypes has important implications for further research as it may improve our understanding of the neurobiology and genetics of ASDs.
Practical Applications
Game 1:
An activity to enhance a pincer grip is “Crab’s Cleanup.” This purpose of this activity is to provide further childhood development of the fine motor skill pincer grasp and to strengthen neurocognition in order for children to pick up small items with the tips of their index finger and thumb. The age that this game is developmentally appropriate is at 9-18 months, or if one is suffering from Autism Spectrum Disorder.
In order to set up Crab’s Cleanup one must be sure to have an open floor space where it is unlikely for small objects to fall underneath any surrounding furniture. The equipment that is required is as follows: pencils, pens, coins, keys, small-medium Ziplock bag, and a small basket (if needed). Start off by placing the stated items in the bag and proceed to hand it to the child for him/her to dump the components on the floor. It is important to instruct the child to perform the pincer grasp at the edges of the bag when disposing the items. Allow the child to continue to hold the bag and begin to pick up the various objects. Observe them using the pincer grasp skill as they pick up the small items and place them in the bag. As they continue to grasp items, this will gradually promote the fine motor skill. Additionally, it is also important to monitor the child at all times while they engage to reduce the chances of them putting any items in their mouths due to the fact that small items are a high choking risk for a 9-month-old child.
It is also important to consider any modifications to make the game inclusive for any pincer grasp stage. For instance, if the child is unable to pick up an item and simultaneously place it in their bag, place a small basket nearby where they can drop their items to. Another modification is having the adult pick up the items and hand them to the child. This may be tricky, as there is a possibility that the child may attempt to use a palmar grasp, which is seen when the item is grasped through using the palm and of all fingers wrapping around it. Pick up the items by demonstrating the pincer grasp to allow the child to observe and give them the item when they perform the pincer grasp skill. Despite them showing development in the fine motor skill, observing the skill allows them to enhance the coordination of small muscles in the hands to pick up items with their fingertips.
Game 2:
“ Jigsaw Taping Puzzle” is another fun activity that a child that is aged 9 months and/or has ASD, can participate in to further strengthen their pincer grasp motor skill. The importance of this game is to enable and enhance the coordination of picking up small items with the tips of their index finger and thumb. Thus, the activity will aid children to achieve a new and vital milestone in fine motor development.
The required items for “Jigsaw Taping Puzzle” are as follows: 2 duplicated simple printed pictures (ex. A happy face, a cartoon character, an animal, etc.), scissors, tape, and a writing utensil. Be certain to set this game up on a smooth table or on a plastic surface. This will allow the tape to be smoothly picked up without being damaged.
Prepare the game by cutting the picture up in thirds. After doing so, write on the back of the picture “1”, “2,” and “3” to signify the order of how the picture is represented. The child will then tape the back of the picture using the pincer grasp. Start cutting small to medium size strips of tape and place them on the edge of the table/plastic surface. Once prepared, set the uncut picture on the top of the table while the cut-up picture is faced down underneath. Additionally, be certain to place the scissors in far proximity from the child to avoid any danger. Allow the child to obtain practical experience using the pincer grasp by peeling off the tape on the edge of the surface to tape the sections together. For further assistance, an adult can hold the sections together as the child applies the tape. Once completed, turn the taped picture over to unveil the newly repaired photo.
It is also important to consider any modifications if the child finds difficulties engaging in the game. For instance, an adult can peel off the tape and hand it to the child. It is also ideal to make sure the child reaches in a pincer grasp motion. Allow the child to observe them picking it up with the pincer grasp motion. Once they grabbed it with the desired motor skill, direct them where to apply the tape. Although they are unable to fully demonstrate it, the child can see the motor skill and attempt it themselves to reach the motor milestone.
Game 3:
An activity to enhance pincer grip in a child and relationship awareness in a parent is called “M & M sortation”. This activity requires a parent’s help which can help children with ASD to develop relationship awareness while developing the pincer grip. This activity is appropriate for children aged 9 months to 24 months or with ASD. To set up M&M sortation, all you need is an open space and a bag of M&Ms. The parent’s role is to hand the child an M&M of random colour and guide the child to pick it up using their fingers and sort all of the M&Ms by colour. By doing this, the child is aware that in order to get a M&M and complete the sortation, he or she needs to use the pincer grasp while working together with the parent. Also, it’s important to monitor as the child would try to put the M&M in their mouth and swallow it, which is considered a choking hazard. It is also important to consider any modifications if the child has difficulty picking up the M&M. If this happens, patiently demonstrate the skill for the child and you try to hold the child’s hand and pick it up with them together to stimulate the child’s muscle memory.
Game 4:
Another activity that aids in acquiring efficiency in the pincer grasp fine motor skill is the “cotton candy feeding challenge”. To set up this activity all you need is a bag of cotton candy and the surrounding environment is selected by choice. To begin, the child would attempt to grasp a piece of cotton candy with their fingers and feed it to their parent and the parent would then do the same. This activity is also good for pincer grasp development because cotton candy is light and easy to grab. The parent’s role is to feed the child with cotton candy and guide the child to alternate and take turns feeding each other. This way, it can give the child a sense of working with others and develop the relationship with their parent. This activity is appropriate for children aged 9 months to 24 months or those with ASD. Cotton candy is safe because it melts immediately when the child puts it in their mouth, so the parent doesn’t have to monitor closely. It is also important to consider any modifications if the child has difficulty to complete this activity. If the child has trouble reaching and feeding the parent, then they may start this activity on their own and grab the candy and put it in their mouth first and once they are more comfortable, they can attempt to feed the parent.
Summary
The fine motor skill Pincer Grasp is developed between the ages of 9 and 12 months, which is demonstrated when using the tips of the index finger and thumb to grasp. It is important for things like picking up small objects and eating. There are three stages: the palmar grasp, where the fingers move toward the palm; the raking grasp, where the fingers exclusively wrap over the top of the object; and the inferior pincer grasp, using the pads of the thumb and index finger. Practical games include “Crab’s Cleanup”, “Jigsaw Taping Puzzle”, “M&M Sortation” and “Cotton Candy Feeding Challenge”.
References
Libertus, K., Sheperd, K. A., Ross, S. W., & Landa, R. J. (2014). Limited fine motor and grasping skills in 6‐month‐old infants at high risk for autism. Child development, 85(6), 2218-2231.
Lipkin, P. H. (2009). MOTOR DEVELOPMENT AND DYSFUNCTION. In 995756451 768928974 W. B. Carey (Author), Developmental-behavioral pediatrics (4th ed.). Philadelphia, PA: Saunders/Elsevier. doi:https://doi.org/10.1016/B978-1-4160-3370-7.00066-3
Mink, J. W., & Zinner, S. H. (2010). Movement Disorders II: Chorea, Dystonia, Myoclonus, and Tremor. Pediatrics in Review, 31(7), 287–295. https://doi.org/10.1542/pir.31-7-287
Nall, R. (2018, November 13). Why a Pincer Grasp Is Crucial for a Baby’s Development. Retrieved from https://www.healthline.com/health/pincer-grasp