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22–36 monthsFine Motor Skills

Beginning to use three fingers (tripod grip) to hold writing tools

Observe whether the child: beginning to use three fingers (tripod grip) to hold writing tools

What it looks like

Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.

Emerging

Just starting

Occasionally places thumb and two fingers on the tool but grip collapses quickly (thumb wraps, fingers slide, or tool is held too high/too close to the tip). Needs frequent repositioning.

What you might see

  • When given a crayon, the child wraps all fingers around it in a fist and keeps the thumb tucked under.
  • When an adult places the crayon between thumb and fingers, the child immediately re-grasps with the whole hand.
  • The child briefly holds the marker with thumb, index, and middle finger, then slides into a palm grasp after a few seconds.
  • The child uses three fingers but holds the tool very high up the shaft and loses control (tool wobbles or drops).

Expected

On track

Shows a three-finger hold for short bursts during drawing/mark-making, especially with thicker tools, but may switch back to a whole-hand grasp when tired or excited.

What you might see

  • During a short drawing, the child uses three fingers to hold a chunky marker, then switches to a fist grasp midway through.
  • With a small piece of chalk, the child attempts a three-finger pinch and can make several marks before needing a re-grip.

Exceeding

Going further

Uses a consistent three-finger hold for longer periods in everyday mark-making, maintaining control without constant adult correction.

What you might see

  • The child picks up a crayon and naturally places thumb and two fingers on it, keeping that hold while colouring for a minute or more.
  • The child can keep a three-finger hold while making repeated strokes (back-and-forth colouring) without dropping the tool.
  • When the tool slips, the child pauses and adjusts finger placement back into a three-finger hold without being told.
  • The child switches between a thicker marker and a thinner pencil, adjusting finger spacing to keep control on both.

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • During colouring at the table, notice how your child picks up the crayon at the start (without you correcting them): do they naturally use thumb and two fingers?

  • In the bath, offer a short bath crayon and watch whether your child uses a pinch-like three-finger hold to make marks on the wall.

  • Outside with chalk, offer a small broken piece; notice whether a three-finger hold appears more easily when the tool is shorter.

  • At snack time, use a mini whiteboard and marker to draw together for 2 minutes; notice whether your child sustains a three-finger hold or repeatedly re-grips.

  • Try a thicker marker versus a thin pencil and notice whether your child is more able to keep a three-finger hold with one tool than the other.

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • Development Matters in the EYFS (2012) — Physical Development: Moving and Handling (22–36 months).

    The construct is framework-native and defines early emergence of a three-finger grip as an observable indicator supporting later fine-motor control.

Other sources

  • Folio, M. R., & Fewell, R. R. (2000). Peabody Developmental Motor Scales, Second Edition (PDMS-2). PRO-ED.

    Clinical motor-development measures operationalise grasp development via observable hand postures and tool manipulation tasks consistent with early tripod-like grips.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
Uses a whole-hand (fisted) grasp or holds the tool in the palm with little finger participation. Cannot sustain a three-finger hold even briefly.
  • When given a crayon, the child wraps all fingers around it in a fist and keeps the thumb tucked under.
  • When an adult places the crayon between thumb and fingers, the child immediately re-grasps with the whole hand.
Emerging
Occasionally places thumb and two fingers on the tool but grip collapses quickly (thumb wraps, fingers slide, or tool is held too high/too close to the tip). Needs frequent repositioning.
  • The child briefly holds the marker with thumb, index, and middle finger, then slides into a palm grasp after a few seconds.
  • The child uses three fingers but holds the tool very high up the shaft and loses control (tool wobbles or drops).
Developing
Shows a three-finger hold for short bursts during drawing/mark-making, especially with thicker tools, but may switch back to a whole-hand grasp when tired or excited.
  • During a short drawing, the child uses three fingers to hold a chunky marker, then switches to a fist grasp midway through.
  • With a small piece of chalk, the child attempts a three-finger pinch and can make several marks before needing a re-grip.
Secure
Uses a consistent three-finger hold for longer periods in everyday mark-making, maintaining control without constant adult correction.
  • The child picks up a crayon and naturally places thumb and two fingers on it, keeping that hold while colouring for a minute or more.
  • The child can keep a three-finger hold while making repeated strokes (back-and-forth colouring) without dropping the tool.
Reflexive
Adapts grip for control and comfort (adjusts finger placement, rotates tool), self-corrects when grip slips, and sustains the grip across varied tools and tasks.
  • When the tool slips, the child pauses and adjusts finger placement back into a three-finger hold without being told.
  • The child switches between a thicker marker and a thinner pencil, adjusting finger spacing to keep control on both.