It is important that your child has achieved age-appropriate skills, which will be needed to perform in school.
The preschooler is faced with many different challenges in the classroom, more than what you and I experienced
at that age. This is why it is important for you to know and understand at what stages your child should be
functioning developmentally.
DEVELOPMENTAL STAGES 4 TO 5 YEARS
Movement Skills (by the end of age 4)
Stands on one foot for 10 seconds or longer
Hops, somersaults, swings, and climb
May be able to skip
Hand and Finger Skills (by the end of age 4)
Copies triangle and other geometric patterns
Draws person with a body
Cuts on line, and cuts out square, triangle, and circle
Prints some letters
Able to use fork and spoon
Dresses and undresses without help
Usually manages own toilet needs
Cognitive Skills (by the end of age 4)
Can count ten or more object
Correctly names at least four colors
Better understands the concept of time
Knows about things used everyday in the home, like money and food
Social/Emotional Skills (by the end of age 4)
Wants to please and be with friends
More likely to agree to rules
Enjoys to sing, dance, and act
Shows more independence
Languages Skills (by the end of age 4)
Speaks sentences of more than 5 words
Recalls parts of a story and tells longer stories
Uses future tense
Says name and address
DEVELOPMENTAL RED FLAGS 4 TO 5 YEARS
Cannot build a tower of 6 to 8 blocks
Seems uncomfortable holding a crayon
Has trouble removing clothing
Cannot brush his teeth or wash and dry hands
Exhibits extremely aggressive, fearful, or timid behavior
Does not separate from parents
Is easily distracted and unable to concentrate in any single activity for more than 5 minutes
Shows little interest in playing with other children
Rarely uses fantasy or imitation in play
Does not express a wide range of emotion, may seem sad or unhappy most of the time
Avoids or seems aloof with other children and adults
Has trouble eating, sleeping, or using the toilet
Is unable to differentiate between fantasy and reality
Does not understand two-step commands and concepts (ex: 'Put the cup on the table')
Does not give his first and last name when asked
The word 'occupation' in Occupational Therapy refers to the activities or tasks we perform everyday.
Some occupations a child may perform are being a student, playing with friends, helping at home, eating, getting
dressed, taking care of pets, and participating in sports and hobbies.
A school-based occupational therapist helps children with disabilities to fulfill their roles and responsibilities
of being a student. OTs also help teachers and parents better understand specific disabilities and assist them in
learning the skills necessary to support children in a way that maximizes or maintains their independence. OTs are
dedicated to helping students regardless of their disability to be academically and socially successful in their
school environment by helping improve the following:
Eye-hand coordination
Fine motor skills (pre-writing and writing skills, using scissors)
Body's ability to organize itself and integrate sensations (information received from the five senses)
Although occupational therapists solely do not address graphomotor or handwriting difficulties, they consult with
parents and teachers and provide strategies to use with students.
Typical Developmental Stages of Handwriting
The 4 Year-Old
Holds pencil with a static tripod grasp (Entire arm tends to move while writing with pencil held between thumb, index and middle fingers)
Able to copy a square and circle and imitate a cross
Draws a person with a head and one other body part
Colors with direction
Prints a few capital letters in large size (i.e. first name)
When printing, letters are often unconnected, random, irregular, and in any position
The 5 Year-Old
Draws a person with seven body parts
Draws pictures and colors within lines
May write right to left
Asks for help when forming selected letters
Prints own name with some letters in large, irregular sizes, and varying positions.
The 6 Year-Old
Shows hand dominance
Holds pencil with a mature, dynamic tripod grasp (Arm is still while wrist and fingers move)
Enjoys writing with different materials, such as chalk and crayons
Prints most letters and numbers with some reversals
Some words are printed with combination of upper and lower case letters
Letters are still large and uneven, but formed with a continuous stroke
Prints first or both names and numbers 1 through 20 horizontally, sometimes in reversing order (i.e. 21 instead of 12 or writes the 2 first then the 1)
The 7 Year-Old
Tight pencil grasp and frequent erasing
Letters and numbers are written in reduced size
Occasional reversals are noted, but is starting to self-correct
Continues to print or write words and sentences using upper and lower case letters
Writes numbers horizontally and vertically with occasional reversals
The 8 Year-Old
Correct use of upper and lower case letters
Writes with appropriate spacing between words, sentences and paragraphs
Writing is neat at times and careless at other times
Able to write several sentences, usually in cursive
May still see order of numbers reversed
The 9 Year-Old
Handwriting is now a tool for written communication
Writes smaller, neater, more even, slanted, with lighter hand
Produces well-proportioned letters with increased speed and output
