⭐ Learning Intentions 

By the end of this activity, children will: 

Fine Motor Skills 

• Develop small motor movements needed for early mark-making and writing. 
• Strengthen finger, hand and wrist muscles through pinching, squeezing, twisting, grasping and pegging actions. 
• Use a range of fine motor tools (tweezers, tongs, pegs, pipettes) with increasing control and confidence. 

Characteristics of Effective Learning 

• Explore materials through open-ended sensory play. 
• Demonstrate active learning through sustained concentration and persistence. 
• Think critically while choosing tools, solving small challenges, and making decisions in the spring garden environment. 

Understanding the World 

• Talk about signs of spring and changes in the natural world. 
• Use descriptive vocabulary related to spring, growth and nature. 

 

🎯 Success Indicators (What You’re Looking For in Observation) 

Children: 

• Use tools such as tweezers, tongs and pegs with increased control and precision. 
• Manipulate small items (seeds, beads, pom-poms) confidently and safely. 
• Show focus and perseverance during fine motor tasks. 
• Use vocabulary such as pinch, squeeze, twist, push, pull during play. 
• Engage imaginatively with the spring garden setup and explain what they are doing. 

 

📘 EYFS Curriculum Links 

Physical Development – Fine Motor Skills 

• Develop their small motor skills so they can use a range of tools competently, safely and confidently. 
• Use their core muscle strength to achieve good posture for sitting at a table or on the floor. 
• Develop the foundations of a handwriting style that is fast, accurate and efficient. 

Communication & Language 

• Engage in back-and-forth conversations during play. 
• Use new vocabulary in context (e.g., roots, petals, seeds, grow, sprout). 

Understanding the World 

• Explore natural themes and talk about growth, insects and seasonal changes. 

Characteristics of Effective Learning 

• Playing & Exploring: Engaging with sensory elements and spring-themed resources. 
• Active Learning: Maintaining interest, trying again, showing pride in accomplishments. 
• Creating & Thinking Critically: Making choices, solving problems (e.g., “How can I pick up the smaller seeds?”). 

 

🧺 Resources – Spring Garden Tuff Tray 

Base 

• Green fabric, shredded paper, or felt. 

Fine Motor Tools:

• Tweezers / child-safe tongs 
• Pegs 
• Pipe cleaners 
• Small pots or egg boxes 
• Dried pasta or beads (“seeds”) 
• Mini pom-poms (“flowers”) 
• Playdough (optional for “soil”) 

Spring Additions:

• Plastic insects 
• Silk flowers or flower cut-outs 
• Small watering cans (empty) 

Tray Setup:

• Pots arranged as “flower beds” 
• Pom-poms/beads scattered as seeds 
• Insects hidden throughout the tray 
• Pegs clipped to edges as “garden fences” 
• Pipe cleaners pushed into playdough to create “flowers” 

 

Lesson Structure 

1. Introduction (5 minutes - Whole Group) 

• Gather children around the tray. 
• Introduce the theme: “We’re exploring a spring garden today.” 
• Discuss: “What changes do we notice in spring?” 
• Share learning intentions clearly:  
• “We’re going to practise our finger muscles today.” 
• “We’ll be using tools like gardeners.” 

 

2. Fine Motor Play Activities (20–25 minutes) 

Children rotate freely around the tray, engaging in: 

🌼 Core Activities 

• Picking up seeds (beads/pasta) with tweezers and placing them into pots. 
• Pegging pipe-cleaner flowers onto the edge of the tray. 
• Pushing pipe cleaners into playdough to create flowers. 
• Sorting pom-poms by colour using tongs. 
• Finding insects hidden in the “grass” and transporting them with tools. 

🎙️ Adult Language Support 

Use action words: 
pinch – squeeze – twist – push – pull – pick – place – press – drop 

This reinforces both technique and vocabulary. 

3. Teacher’s Role 

• Model correct tool grip naturally and subtly. 
• Narrate actions (“You’re pinching tightly with your fingers”). 
• Scaffold when needed: “Try turning your wrist this way.” 
• Celebrate effort, not perfection. 
• Observe hand preference, tool use, muscle strength and bilateral coordination. 

 

🌟 Extension Opportunities 

For children ready for extra challenge: 

• Write plant labels (emergent writing links). 
• Counting seeds into pots (numeracy link). 
• Create repeating patterns with flowers. 
• Timed challenges (“How many flowers can you peg in 30 seconds?”). 
• Use smaller items for increased precision. 

 

🌈 Differentiation 

Support:

• Offer larger objects. 
• Reduce number of materials to avoid overload. 
• Allow finger use instead of tools to build foundational skills. 
• Provide hand-over-hand guidance only when necessary. 

Challenge:

• Smaller beads or tweezers 
• Multi-step tasks (pick, sort, plant) 
• Non-dominant hand challenges 
• Pattern-copying cards 

 

Assessment & Observation 

Focus on: 

• Grip strength and tool control 
• Wrist stability 
• Ability to sustain focus 
• Confidence and risk-taking 
• Use of vocabulary 
• Evidence of problem-solving 

Record using: 

• Photographs 
• Sticky notes for learning journals 
• Short annotation linked to PD statements 

 

Continuous Provision Link 

Keep the tray available all week. Refresh daily by: 

• Adding new insects 
• Switching to pipettes, scissors, scoops 
• Introducing new spring vocabulary cards 
• Adding real bulbs or herbs for planting 

This repetition strengthens skills, builds independence, and supports mastery of fine motor movements.