Introduction

A practical project based on Froebelian principles, national guidance and pedagogical research – in order to promote curiosity, creativity and challenge through sewing, for young children.

Threading and beadwork can be seen as one of Froebel’s occupations based upon the point. Sewing is seen as one of Froebel’s line based occupations, which also includes threading, weaving, knitting, interlacing and embroidery.

My purpose in undertaking this project was to explore the impact such an occupation could have on fine motor skills, creativity, engagement and development of language. The project introduced threading, lacing and sewing as part of the continuous provision in the classroom.

Context

This project was implemented in a small Primary 1 class of 13 children aged 5-6 years old. The class configuration consisted of nine boys (69%) and four girls (31%).Within the classroom, the majority of the children consistently accessed block play and role play areas throughout the day, and tended to engage in either associative or cooperative play within same sex groupings. It has been observed that this play is habitual for the majority of the class, they very rarely adapt their play, or social groupings. It was identified that, as a whole, the children had poor pencil control and fine motor skills. Four children were identified as a focus group for the project, although resources and experiences were open and available to all children

The school catchment is described nationally as within the 20% most deprived areas in Scotland with 97% of intake within deciles 1-4 and 64% of intake from deciles 1 and 2 (SIMD, 2020).

A survey of parents/carers within ELC and Primary 1 was conducted. Of 91 surveys sent out, 37 were completed. The results concluded that 27% of parents/carers cannot hand sew. It was deemed important to be able to offer these experiences within school, equipping the children with this important skill, a skill for life, learning and work.

Methodology

The project began with a pre-assessment of four children’s fine motor skills and handwriting. It was concluded that the children lacked the hand strength and pressure required for handwriting. Letter formation was very poor, and in some cases, illegible. The children had immature pencil grip for their age, using wrist movements, rather than finger movements to draw and write. An area was set up during ‘Soft Start’ and was open and available to all children throughout this session. It was imperative to provide the children with developmentally appropriate resources, and to provide an element of personalisation and choice. Although in Scotland we strive to provide more child-initiated play opportunities, it is also important to have an element of intentional planning, to ensure that children continue to make progress in their learning, to guide them and provide ‘teachable moments.’

Threading activities were initially offered within the provocation. The children had the freedom to choose how to use these resources. Pipe cleaners, laces, foam shapes, cotton reels and beads were provided to allow children to further develop this skill. All children were able to thread large and small beads onto laces and pipe cleaners independently.

Pre-made foam lacing shapes, plastic lacing shapes and laces were provided in this provocation. It was noted that the children did not tend to follow the typical lacing ‘pattern’ expected when using these resources. In order to support the children in following a pattern, and being more thoughtful when lacing, cardboard lacing boards were provided, with the child’s first initial punched out. This allowed the children to follow the pattern of the holes, to create their initial.

Wooden embroidery hoops and hessian were introduced within the next provocation. Plastic needles, and wool were used to effectively support the children in threading the needle, and to sew using the larger holes within the hessian. The children were initially assisted in threading the needle, and then supported with the technique of sewing, using a running stitch, to enable them to develop this emerging skill.