Motor Goals

Imitation of actions

Imitation is one of the primary ways in which children begin to interact with and learn from their environment. Children pick up a vast range of skills through watching others—this observational learning lets them try out actions and see what happens. When imitation is not supported or invited, children may watch closely but not attempt the action themselves, which means they miss out on gaining the outcomes they might actually want.

Imitation, therefore, is a crucial aspect of development and underpins later learning across domains. There are many different forms of imitation that can be observed and supported:

• Imitation with objects (e.g., manipulating toys or utensils)
• Imitation of hand and leg movements
• Oro-motor imitation (mouth and tongue movements)
• Imitation of facial expressions
• Imitation of head movements
• Imitation of vocal sounds and words

In practice, it is often easiest to begin with object imitation, because the child can clearly see the effect of the action—for example, drinking from a cup, eating with a spoon, pushing a car, or stacking blocks. For hand and leg movements, starting with simple, functional actions like “touch head,” “rub tummy,” “legs apart,” or “jump” can make imitation more accessible and playful. These can be embedded in fun activities—action songs, movement games, or turn-taking play—so that the practice of imitation feels like shared joy rather than a test.

Simple prompts such as “Do this” or “Do like me” can be used, but the tone and context matter; the goal is to invite the child into shared action, not to demand performance. Over time, imitation can be seen not only as a prerequisite skill, but also as a way for the child to explore agency, predictability, and shared experience.

Gross motor activity

Gross motor activity involves large muscle groups—running, jumping, climbing, throwing—and is vital not just as “exercise” but as part of the broader physical domain of development. Working on gross motor skills helps build coordination, balance, postural control, body awareness, and can also support mood regulation and sensory needs through movement.

Gross motor development forms a foundation for many other motor skills the individual will use across their life. Occupational facilitators (OTs) are trained to evaluate gross motor and postural skill gaps and can advise on how best to address them and adapt tasks. Age-wise gross motor expectations and possible goals are typically listed in developmental references; practitioners can select specific goals based on the child’s current level, the difficulties or limitations observed, and the child’s own interests and tolerances, ideally in collaboration with an OT.

Examples of gross motor goals include: hitting a ball with a bat, kicking a ball towards a target, catching a ball, walking on different surfaces, navigating stairs, or pumping legs independently on a swing. The focus is not on sports performance, but on building the movement base that supports play, exploration, safety, and regulation.

Fine motor activity

Fine motor activity refers to what children do with their hands and fingers—using tools, manipulating small objects, and carrying out precise movements. Importantly, fine motor skills rest on a base of gross motor abilities: core stability, shoulder and arm strength, posture, and overall body organisation. Eye–hand coordination depends on the body being sufficiently stable for the hands to move with control.

Examples of fine motor activities include cutting with scissors, pasting, drawing and writing, buttoning, using cutlery, threading beads, or manipulating small construction toys. These skills emerge more smoothly when the individual already has adequate core stability, shoulder strength, and balance. In that sense, “working on the whole body” can be considered a prerequisite for developing fine motor skills in a safe and sustainable way.

Some children find fine motor tasks very effortful or aversive. In such cases, it is advisable to seek an occupational therapy evaluation and ask for specific recommendations on how to support the child. If fine motor tasks are pushed without the necessary postural stability and motor readiness, the child may experience repeated failure, pain, or fatigue. Over time, this can create a sense of trauma or strong avoidance around using fine motor skills, which in turn affects problem-solving, self-care, and independence in many daily activities.

For practitioners, this highlights an important ethical and practical point: each skill gap needs to be addressed in a way that does not harm the individual’s sense of safety and competence. Working with OTs, respecting the child’s signals, and maintaining a curious, non-coercive stance are key to supporting both skill development and emotional well-being.