Visual Motor

Matching what the eyes see with what the hands and body do.

What Visual Motor Means

Visual motor skills are the way the eyes and hands work together. A child looks at something and then moves to match it, such as reaching, tracing, or placing. These skills show up in drawing, writing, and many everyday actions.

How It Supports Daily Activities

  • Copying shapes and letters.
  • Pouring from a pitcher into a cup.
  • Placing a plate on a shelf or a key into a lock.

Three Starter Activities

Pick one that fits your child today. Offer choices, adjust as you go, and stop whenever your child wants a break.

Activity 1: Big Dot-to-Dot

Materials

  • Large paper
  • A thick marker
  • Stickers for the dots (optional)

Simple steps

  1. Draw a few big dots on the page in a simple shape.
  2. Show how to connect two dots with a line.
  3. Invite the child to connect the dots in any order or in order.
  4. Add a sticker or color when a line is done.
  5. Talk about what the shape looks like.

Easier version

Use only three dots and thick lines.

Harder version

Add more dots, or make the shape smaller.

Activity 2: Peg Pattern Copy

Materials

  • A pegboard and pegs, or stickers on a grid
  • A card with a simple pattern
  • A tray

Simple steps

  1. Make a short pattern with a few pegs.
  2. Place it next to the child's board.
  3. Invite the child to copy the pattern.
  4. Let the child make a pattern for you to copy.
  5. Compare the two and notice what is alike.

Easier version

Use two colors and a very short pattern.

Harder version

Use more colors, or copy from a picture placed farther away.

Activity 3: Block Tower Copy

Materials

  • A set of building blocks
  • A small tower to copy
  • A flat surface

Simple steps

  1. Build a short tower where the child can see it.
  2. Invite the child to build one that looks the same.
  3. Try a tower with a different color pattern.
  4. Let the child build one for you to copy.
  5. Knock the towers down together when ready.

Easier version

Use three blocks, and build alongside the child.

Harder version

Build a taller tower, or copy from a photo.

Practice Respectfully

  • Offer choices, such as which activity, which materials, or what comes first.
  • Take breaks anytime, and let your child end an activity.
  • Offer only the help your child accepts, and step back if they would rather try alone.
  • Never require eye contact or touch. Sitting beside your child and sharing attention on the same object counts as taking part.
  • Supervise any activity with small parts, and choose materials that suit your child's age.

Observing Participation

A few short notes after each try can show what is working. Keep them factual and kind.

  • Step attempted: Which part of the activity did your child try or complete?
  • Assistance needed: Did they do it on their own, or with a picture, a spoken reminder, a demonstration, or hands-on help they accepted?
  • Child's response: Did they seem curious, comfortable, or in need of a break? What did they choose?

For this skill: Notice how the child looks at the model, whether they check back, and how they place each piece.

Example note: "Tried the second step with a picture cue, took a break after two tries, asked to try again later."

Related Skills

← Back to All Skills Back to Activities

Written by Chinaedu Okwumabua, an occupational therapy assistant with more than 20 years of experience supporting children with autism and developmental delays.

This information is for educational purposes and is not a substitute for an individualized occupational therapy evaluation, medical advice, diagnosis, or treatment. Every child is different, so choose activities that suit your child, and adjust or stop whenever needed.