Using Scissors
There are lots of skills a child needs to be able to use scissors well. These are skills they learn and develop through play as they grow. The child needs to be able to:
- Have balance skills so they can sit well on a chair (in front of a table is best). The table chair should be at the right height for them so that they are able to have both feet firmly on the ground.
- Be able to use what is called a pincer grip, that is grip things between fingers and thumb so that they can control the scissors.
- Use both hands together so that they can guide the paper to cut out accurately.
There are lots of things a child can do in play before they start to use scissors. Here are some ideas.
Games to play without using scissors:
- Tearing paper to make collages.
- Squeezing empty bottles in water to make bubbles.
- Squeezing empty bottles at table tennis balls (blow football)
- Using a hole punch to make patterns.
- Glove puppets or finger puppets.
- Play dough or plasticine.
- Water squirters or water pistols.
- Squeaky toys.
- Clothes pegs.
- Using cooking tongs or plastic tweezers to pick things up.
Things to do using scissors to develop skills:
- Start by cutting straight lines, then curves and circles before shapes with sharp corners
- Punch holes in paper and cut from hole to hole.
- Cut between two pieces of card glued onto the paper as a guide. Start with a wide gap and get smaller and smaller.
- Cut between two lines, again start with them wide apart and then closer together.
- Cut along a thick line, then make it thinner.
- Encourage the child to trim edges away from the paper before cutting out a difficult shape.
- Use scissors to cut a fringe around a piece of paper to make a place mat the child can colour in and use.
- Allow the child to cut up lots of different textures, thick card, thin paper, material stuck on paper, fine sand paper etc.
Tips and Advice
DID YOU KNOW?
It has long been recognised that children who commence formal schooling with speech, language and communication difficulties will be disadvantaged both socially and emotionally.
(Lees and Unwin 1997)
