1. by The Shoreline Occupational Therapy Staff last updated January 2014

2. Table of Contents What Problems Do You See? What is the Progression for Holding Scissors and Cutting? Planning a Cutting Task What is the Progression When Executing a Cutting Task? Activities Which Support Hand Development Activities Which Support Thumbs In Upward Position Activities That Support Finger Control For Holding Scissors Activities Which Support Using Both Hands References and Resources

3. What Problems Do You See? Thumb down and/or fingers splayed Scissors close to palm vs. in fingers Jagged cutting and poor control of opening and closing of scissors Paper and scissors are resting on the table throughout the cutting task Child has difficulty controlling paper and scissors at the same time Child doesn’t know where to make first cut Child cuts without ever rotating paper

4. Do you see this? on jointthumb down two hands fingers splayed

5. Child uses table for support. Child ’ s thumbs are down for both the working and holding hand. Child cuts without ever letting go of the paper. Notice that both hands are at the right of midline. Child cannot figure out how to get to the shape without a marker line. Or this?

6. Why? Finger and hand control are immature –Using whole hand to cut versus using thumb and first two fingers to control scissors –Using the table to support themselves because they have limited control in the fingers Poor Motor Planning –Lack of specific instruction on how to approach and execute cutting task –Some children with motor planning problems need more opportunities with specific instruction

7. Progression for developing control of scissors Part 1 1.Child demonstrates interest in scissors 2.Child experiments with opening and closing scissors, not necessarily cutting paper(hand position may vary) 3.Child orients scissor blades to paper to begin snipping (hands do not rest on table)

8. Progression for developing control of scissors Part 2 4.Child gains more finger control with the scissors positioned toward fingertips 5. Child begins to cut in a forward motion across a 4- inch strip of paper without adjusting holding hand

9. Progression for developing control of scissors Part 3 6. Child uses one hand to adjust paper while the other hand controls the scissors, cutting across an 8-inch wide piece of paper 7. Move helper/holding hand up the paper as the scissors pass

10. Progression for developing control of scissors Part 4 8. Child cuts forward on a line 9. Child cuts turning corner(s) –Cutting past the shape/line to the edge of the paper before rotating –Rotate the paper, not the scissors, to cut around the corner –Scissors stay pointing away from child’s body

11. Progression for developing control of scissors Part 5 10. Child cuts out straight-line shapes (square, rectangle) 11. Child cuts out curved-line shapes (circle, oval) 12. Child cuts out complex shapes (heart, star, hand) Notice that the two hands must shift between the tasks of moving and holding. For example, one hand holds while the other opens and closes the scissors blades, then the scissors hand must hold while the holding hand shifts position on the paper.

12. Planning a Cutting Task  Pick up scissors with thumb in small hole and fingers in large hole (may need to orient the scissors on the table for the child)  Hold onto the piece you want to keep when you cut  If there is more than one shape on the sheet, cut shapes apart from each other  Cut out each shape  If the child can’t figure out how to get to the shape with the scissors, the child could draw a line to the shape from the edge of the paper  Child pre-plans where there are corners/curves

13. What is the progression when executing a cutting task? Thumbs point upward for both the paper-holding hand and scissor-holding hand Looks ahead to plan size of cuts and speed of cutting Begins cutting task Keeps scissors pointed forward and rotates paper with helping hand when turning corners or curves –(Does not turn scissors) Place paper all the way into the scissors, not at the tip. Do not close scissors all the way, close about ½ way. As you open scissors again, glide forward. Close scissors all the way when you reach the end.  Right-handed: cut in a counter-clockwise direction around shape.  Left-handed: cut in a clockwise direction around shape.

14. Activities Which Support Hand Development Lying on your stomach, supported on forearms while playing games or doing class work Playing on bars (hanging, swinging) Playing with play-doh Turning a jump rope for peers Chair push-ups when seated at desk Working on upright surfaces such as the chalkboard or easel

15. Activities Which Support Thumbs In Upward Position Playing card games, especially being the dealer Hole punch Squirt bottle for watering plants Snapping fingers Games with small pieces to manipulate (Tricky Fingers or Tiddly Winks) Turning a key in a lock or on a wind-up toy

16. Activities That Support Finger Control For Holding Scissors Eye droppers Tongs Clothes pins Pennies in bank Pegs Unifix cubes Opening bottles, jars

17. Activities Which Support Using Both Hands Stringing beads Lacing cards Cooking activities (cutting, stirring etc.) Ripping, tearing, crumpling paper All dressing activities. Try a dressing relay race

18. References and Resources Klein, Marsha, Pre-Scissor Skills, Therapy Skill Builders, 1987 Knight and Gilpin Decker, Hands at Work and Play, Therapy Skill Builders, 1994(activities only)