An overuse of touchscreen phones and tablets is preventing children’s finger muscles from developing sufficiently to enable them to hold a pencil correctly, they say, theguardian.com wrote.
“Children are not coming into school with the hand strength and dexterity they had 10 years ago,” said Sally Payne, the head pediatric occupational therapist at the Heart of England foundation NHS Trust.
“Children coming into school are being given a pencil but are increasingly not be able to hold it because they don’t have the fundamental movement skills.
“To be able to grip a pencil and move it, you need strong control of the fine muscles in your fingers. Children need lots of opportunity to develop those skills.”
Payne said the nature of play had changed. “It’s easier to give a child an iPad than encouraging them to do muscle-building play such as building blocks, cutting and sticking, or pulling toys and ropes. Because of this, they’re not developing the underlying foundation skills they need to grip and hold a pencil.”
Six-year-old Patrick has been having weekly sessions with an occupational therapist for six months to help him develop the necessary strength in his index finger to hold a pencil in the correct, tripod grip.
His mother, Laura, blames herself: “In retrospect, I see that I gave Patrick technology to play with, to the virtual exclusion of the more traditional toys. When he got to school, they contacted me with their concerns: he was gripping his pencil like cavemen held sticks. He just couldn’t hold it in any other way and so couldn’t learn to write because he couldn’t move the pencil with any accuracy.
“The therapy sessions are helping a lot and I’m really strict now at home with his access to technology,” she said.
“I think the school caught the problem early enough for no lasting damage to have been done.”
Mellissa Prunty, a pediatric occupational therapist who specializes in handwriting difficulties in children, is concerned that increasing numbers of children may be developing handwriting late because of an overuse of technology.
“One problem is that handwriting is very individual in how it develops in each child,” said Prunty, the vice-chair of the National Handwriting Association who runs a research clinic at Brunel University London investigating key skills in childhood, including handwriting.
“Without research, the risk is that we make too many assumptions about why a child isn’t able to write at the expected age and don’t intervene when there is a technology-related cause,” she said.
Although the early years curriculum has handwriting targets for every year, different primary schools focus on handwriting in different ways — with some using tablets alongside pencils, Prunty said. This becomes a problem when same the children also spend large periods of time on tablets outside school.
But Barbie Clarke, a child psychotherapist and founder of the Family Kids and Youth research agency, said even nursery schools were acutely aware of the problem that she said stemmed from excessive use of technology at home.
“We go into a lot of schools and have never gone into one, even one which has embraced teaching through technology, which isn’t using pens alongside the tablets and iPads,” she said.
“Even the nurseries we go into which use technology recognize it should not all be about that.”
Karin Bishop, an assistant director at the Royal College of Occupational Therapists, also admitted concerns.
“It is undeniable that technology has changed the world where our children are growing up,” she said. “Whilst there are many positive aspects to the use of technology, there is growing evidence on the impact of more sedentary lifestyles and increasing virtual social interaction, as children spend more time indoors online and less time physically participating in active occupations.”