discussion 3934


How can cooking activities help children develop eye-hand coordination?

In what ways do woodworking and block building activities help children develop eye-hand coordination?

How would you set up a woodworking or block building center to promote this development?



Cooking activities is a process where sensory and body movements take place. It’s one way on how children learn to use their sight to direct their small motor controls. Figure 6.2 in the book (pg. 131) points out that handling cooking tools is one way to asses children’s eye-hand coordination. Also, cooking can be a three-dimensional art which can be touched, felt, and viewed from a variety of viewpoints (pg.131) which makes it a power tool for eye-hand coordination.

Woodworking and block building help children to strengthen their muscles and movements, which in the process it benefits them to develop their eye-hand coordination. The book states that stacking blocks in towers to pounding a nail with a hammer (pg.131) can be excellent examples of eye-hand coordinated activities. Preschool children should have many experiences with various size, shapes, and weights of finger-held objects that they must manipulate and move (pg. 130) for them to be able to go to the next level of controlling writing implements (pg. 131) which eye-hand coordination is necessary.

I would set different size platforms for children to construct buildings or towers and explore them in different angles. I will include various size, shapes, and weights of blocks, tubes, ramps, street signs, vacuum hoses, animals, people for the children’s learning enhancement.


Cooking is a great way to help children develop their eye-hand coordination skills. This is because cooking requires you to use your eye-hand coordination to manipulate food in cooking. Squeezing, pouring, kneading, spooning, cutting, rolling, flattening, sifting, and stirring are some common steps in cooking that require you to use your eye-hand coordination. Cooking is a fun way for children to work on their eye-hand coordination skills because they feel accomplished when they get to eat the result. Cooking is also good for the children to develop bilateral coordination besides their eye-hand coordination, because they often need to use both hands while cooking. For example, rolling out dough to make cookies requires the children to coordinate the use of both of their hands to make the dough flat evenly. Rolling dough not only works on their bilateral coordination skills but also their eye-hand coordination skills because they need to see which areas of the dough need further rolling and roll accordingly. Pouring liquids into measuring cups and measuring the liquid also requires both bilateral and eye-hand coordination skills. Both hands are being used, one to hold the measuring cup, the other being used to pour the liquid. It takes the precision of eye-hand coordination to pour the correct amount of liquid into the measuring cup.

Woodworking and block building are useful activities to build eye-hand coordination skills because they require the children to be precise with their actions, much like in cooking. According to Beaty and Pratt, “Pounding with a hammer teaches children excellent eye-hand coordination, a necessary development before they can hold a writing tool and write with ease, as well as the essential pre-reading skill of following the words on a page” (2015, p. 61). Building with blocks requires the children to use their eyes and hands in coordinated motions to balance the blocks on top of one another to build towers or objects. I would set up my woodworking center with activities like Styrofoam blocks with golf tees and have the children hammer the golf tees into the Styrofoam blocks. Another activity that my children always liked were the boards with different-sized nuts and bolts for them to match and screw on. In the block area I would provide the children with a variety of differently shaped, sized, and colored blocks to play with. Having differently textured blocks is another fun way to keep the children interested in the block area.


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