ABSTRACT
Intervention is of great benefit to the child. Observing the dyspraxic child in the nursery gives parents and staff the opportunity to record the activities generally enjoyed and those which are avoided. The dyspraxic youngster has difficulty understanding the concept of time, the day requires some structure. From an early age, the dyspraxic child avoids tasks which require good manipulative skills. Ability to co-ordinate eye-hand movement is another emerging skill which needs to be extended. Motor activities can be structured to produce particular movements, for example, when copying the appropriate actions in nursery rhymes. Motor-skills programmes encourage children to develop their abilities progressively. Parents are involved from the outset to ensure that there is the opportunity to practise newly acquired and emerging skills at home. As the child develops his fine motor skills, he will be able to complete a range of tasks which extend his perceptual ability.
