Does your child look across the whole page before choosing?
Can they remember the next movement or backpack step?
When help is naturally needed, how do they let you know?
These are invitations to notice—not a test, score, or developmental checklist.
Parent-friendly skill guide
What do these skills mean?
Occupational Therapy looks beyond whether a child can produce an outcome. It considers the attention, understanding, planning, body organization, and self-awareness that help the skill show up when and where it is needed.
Sustained attention
Staying connected to an activity long enough to take in information and keep participating.
For example: Listening to the full direction before beginning or returning to the page after looking away.
Visual attention and scanning
Looking across a page or space in an organized way so important information is not missed.
For example: Searching a mixed group of letters or checking every choice before answering.
Visual discrimination
Noticing how things are alike or different, including small differences in shapes, pictures, letters, and numbers.
For example: Finding an exact match or telling b from d.
Visual-motor integration
Using information from the eyes to guide what the hands and body do.
For example: Following a path, copying a shape, or placing a mark in the requested location.
Graphomotor skills
The hand control used to make purposeful marks, draw, trace, and write.
For example: Starting a line in the right place and changing direction to form a letter.
Fine motor coordination
Using the small muscles of the hands and fingers together with enough control for a task.
For example: Picking up a crayon, turning a page, managing glue, or moving small objects.
Bilateral coordination
Using both sides of the body together, often with each hand doing a different job.
For example: One hand holds paper while the other cuts, or one hand steadies a container while the other opens it.
Scissor skills
Coordinating opening, closing, positioning, and moving scissors while the helping hand manages the paper.
For example: Making a snip and later cutting across a line.
Motor planning
Thinking of, organizing, and carrying out a movement that may not be automatic yet.
For example: Copying a new body position or figuring out how to open an unfamiliar container.
Body awareness
Knowing where the body is and how its parts are moving without needing to watch every movement.
For example: Touching the opposite knee or positioning the body beside a chair.
Interoception
Noticing signals from inside the body and connecting them with a possible need.
For example: Recognizing thirst, hunger, bathroom needs, or a need to move.
Balance and postural control
Keeping the body steady and supported while sitting, standing, moving, or using the hands.
For example: Standing on one foot or keeping the body stable while cutting.
Sequencing
Understanding and carrying out steps in a useful order.
For example: Open, use, close, and put away—or identifying what happens first, next, and last.
Working memory
Holding information in mind briefly while using it.
For example: Remembering two directions long enough to complete both of them.
Following directions
Taking in spoken or visual information, understanding it, and turning it into action.
For example: Getting a backpack and putting one crayon inside.
Receptive language
Understanding words, questions, directions, and concepts that another person communicates.
For example: Knowing what in, on, beside, before, or after means.
Task initiation
Beginning a task after the direction, cue, or plan is available.
For example: Looking at the first picture in a plan and getting started without repeated prompting.
Planning
Thinking ahead about the goal, the materials, and the steps needed to complete something.
For example: Gathering paper, crayons, glue, and a shape before beginning a project.
Organization and material management
Keeping track of belongings, supplies, spaces, and what is needed for a task.
For example: Finding materials, checking that nothing is missing, and putting everything away.
Self-monitoring
Noticing what you are doing and comparing it with the direction, model, or goal.
For example: Checking a completed project against the picture plan.
Checking and correcting
Recognizing that something does not match yet and deciding what to add, remove, or change.
For example: Counting again and adding a missing dot.
Finding information
Knowing that an answer can be found in a picture, model, reference, routine, environment, or another person.
For example: Looking at the alphabet tool instead of needing to remember every letter.
Self-advocacy and asking for help
Recognizing when support or more information is needed and communicating that need.
For example: Saying, “Can you say that again?” or “Show me again.”
Problem-solving
Noticing what is getting in the way and choosing something reasonable to try.
For example: Using another crayon, looking for the missing pencil, or asking for help with a lid.
Flexible thinking
Changing an idea, strategy, or expectation when new information appears.
For example: Using a different material or following a changed classroom plan.
Impulse control and stopping
Pausing an action, waiting, or stopping at the amount or cue that the situation requires.
For example: Stopping after three objects instead of continuing to count and collect.
Transitions
Shifting attention, body, and actions from one activity or part of a routine to the next.
For example: Cleaning up drawing materials and moving to group time.
Persistence
Staying with a manageable challenge, trying again, or returning after receiving useful support.
For example: Trying the star again after moving the model closer.
Categorization
Grouping things according to a shared feature, purpose, or rule.
For example: Sorting pictures into school things and food.
Pattern recognition
Noticing what repeats and using that rule to anticipate what comes next.
For example: Continuing a clap-stomp-clap-stomp sequence.
Number sense
Understanding that numerals represent amounts and that quantities can be compared or changed.
For example: Knowing that 5 means a group of five, not only naming the numeral.
One-to-one correspondence
Matching one count, object, or action to one item or person at a time.
For example: Giving one crayon to each student or touching each dot once while counting.
Letter recognition
Recognizing and distinguishing letters across different orders, sizes, and forms.
For example: Finding G in a mixed field or matching an uppercase letter to its lowercase partner.
Name recognition
Recognizing a written name as meaningful information connected to identity and belongings.
For example: Finding a labeled backpack by noticing the first letter or the whole name.
Phonological awareness
Hearing and working with the sound parts of spoken language before reading print.
For example: Noticing rhymes, beginning sounds, or the parts heard in banana.
Spatial concepts
Understanding where objects and bodies are in relation to one another.
For example: Placing something above, below, on, in, or beside another object.
Social awareness
Noticing what other people are doing, feeling, using, or needing in a shared situation.
For example: Watching a game before joining or noticing that someone is still waiting for a crayon.
Turn-taking and waiting
Participating in a shared activity while allowing another person time and access.
For example: Passing one crayon back and forth while making a picture together.
Collaboration
Combining ideas, materials, and actions with another person toward a shared outcome.
For example: Finding a way for a tower and bridge idea to become one block project.
Emotional regulation
Noticing feelings and using support or a safe next action to remain part of the situation.
For example: Feeling disappointed about losing and choosing to take a moment or play again.
Generalization
Using a skill that was practiced in one activity during a different, real-life situation.
For example: Using a picture plan from the workbook to participate in a morning or cleanup routine.
Your journey
30 kindergarten-ready days
0/30days complete
Every fifth day is a Kindergarten Mission—a playful chance to put growing skills together.
When you need a little extra
Workbook tools
01
Using scissor pages
Copy cut-apart pages before your child uses them so you can practice again.
02
Helping without taking over
Try: “Do you want me to say it again or show you again?” Then give space to try.
03
What progress can look like
Starting, staying with it, asking for help, and trying again all count.
Need support beyond the workbook?
Understand what may be making participation harder.
Explore parent guidance shaped by Sarah’s Occupational Therapy lens.