Left-handed or Right-handed? Understanding Hand dominance in Children

Left-handed or Right-handed? Understanding Hand dominance in Children

Written By

Mrs. Anakha Pisharody
Occupational Therapist
MOT Pediatrics

Is hand dominance in children an important skill? As a parent or a teacher you might be worried about frequent hand switching in children. In this blog, we will understand hand dominance, reasons for hand switching seen in children and few Occupational therapy strategies to address this issue.

 

What is hand dominance?

Hand dominance, hand preference or handedness refers to the consistent preference for using one hand over the other to perform the tasks such as eating, brushing teeth, writing etc.

The dominant hand performs motor activities with more accuracy and precision when the non dominant hand moves in a coordinated manner. For example, a non-dominant hand helps to stabilise the book while writing with a dominant hand, moves paper in a coordinated way while cutting the paper with a scissor using the dominant hand. Hence, the non-dominant hand also plays an important role.

Lack of hand dominance can lead to difficulties in performing daily occupations such as self care tasks, handwriting and play skills.

 

Development of hand dominance

For most children, hand preference begins to emerge between the ages of 2 to 4, and usually by the age of about 6, most children will develop a preferred hand.

Hand preference probably arises as part of the developmental process that differentiates the right and left sides of the body (called right-left asymmetry). More specifically, handedness appears to be related to differences between the right and left halves (hemispheres) of the brain. The right hemisphere controls movement on the left side of the body, while the left hemisphere controls movement on the right side of the body. The developmental sequence of hand dominance is as follows: –

 

  1. Infancy (0-12 months):

Early hand preference may occasionally be observed, but infants typically use both hands equally. Hand dominance is not reliable at this stage.

 

  1. Toddlerhood (1-3 years):

Children start showing a preference for one hand in activities like feeding or stacking blocks. This preference is often inconsistent and can switch as they develop motor skills.

 

  1. Preschool Age (3-5 years):

Hand preference begins to stabilize, though some children may still alternate hands for different tasks.

 

  1. By Age 6 or 7:

Hand dominance is typically fully established by this age. Delayed or unclear hand dominance beyond this point may warrant observation or evaluation.

 

Factors Influencing Hand Dominance:

 

Genetics: There is evidence suggesting a genetic component to hand dominance, with right-handedness being the most common.

Brain Development: Dominance is linked to the lateralization of brain function, with specific hemispheres controlling motor skills on the opposite side of the body.

Environment: Encouragement, imitation, and cultural practices can also influence a child’s hand preference.

 

Children who don’t have a strongly specialised left or right hand for a specific task, who switch hands when a specialised hand is required, may struggle to carry out fine motor tasks that require automatic, learned movements, such as cutting neatly on a line with scissors, or writing with a pencil.

 

Reasons for hand switching behaviour in older children

 

Hand-switching behaviour in older children—where they alternate between using their left and right hands for tasks—can occur for several reasons. Below are some possible explanations:

 

  1. Developing Hand Preference

 

Incomplete Lateralization: Some children may take longer to establish a dominant hand. While most establish a preference by age 4-6, others may continue switching hands as part of their developmental process.

Task-Specific Preference: A child might use one hand for specific activities (e.g., writing) but switch for others (e.g., throwing) based on comfort or skill.

 

  1. Comfort and Fatigue

 

Fatigue: If a child’s dominant hand gets tired, they might switch hands to complete a task.

Positioning: The hand closest to the task might be used for convenience, especially in casual, non-precision tasks.

 

  1. Other Considerations

 

Ambidexterity: Some children are naturally ambidextrous, meaning they have no strong hand dominance and can use both hands effectively.

Motor or Sensory Issues: If one hand has reduced strength, bilateral coordination, or sensory feedback, the child may compensate by switching hands.

 

  1. Behavioral or Cognitive Factors

 

Exploration: Older children might experiment with using both hands to develop a broader skill set.

Lack of Focus: In tasks requiring concentration, children might switch hands impulsively as part of broader inattentive behaviors.

 

 

When to Seek Professional Advice

 

While occasional hand-switching is normal, persistent or unusual patterns in older children may warrant attention, especially if accompanied by other developmental concerns, such as:

  • Delayed fine motor skills (e.g., writing, cutting).
  • Poor coordination or difficulty with age-appropriate tasks.
  • Sensory aversions or unusual responses to touch.

 

An occupational therapist can assess whether the behaviour is typical or indicative of any underlying issue. Hence, parents and educators can ensure that the child develops their skills in a way that supports their growth, confidence, and overall development.

 

Occupational therapy strategies to improve hand dominance

 

Improving hand dominance in children involves engaging them in activities that encourage the consistent use of one hand for tasks. The goal is to promote strength, coordination, and fine motor skills in the dominant hand while still involving the non-dominant hand for support. Below are some occupational therapy activities that can help:

 

  1. Fine Motor Activities
  • Lacing and Beading: Encourage threading beads onto a string or lacing cards, using the dominant hand for manipulation.
  • Cutting with Scissors: Practice cutting along lines or shapes with scissors, emphasizing the dominant hand.
  • Drawing and Coloring: Provide activities like tracing, drawing, and coloring that require controlled hand movements.
  • Playdough or Clay Activities: Rolling, pinching, and shaping with playdough builds strength and coordination.

 

  1. Gross Motor Activities
  • Ball Games: Throwing, catching, or bouncing a ball using the dominant hand promotes coordination.
  • Hammering Toys: Use toys that involve hammering or tapping with one hand.
  • Scooping and Pouring: Activities with sand, water, or rice that involve scooping and pouring using the dominant hand.

 

  1. Daily Living Skills
  • Eating with Utensils: Encourage consistent use of the dominant hand for eating with a spoon or fork.
  • Dressing Tasks: Practice buttoning, zipping, or tying laces using the dominant and non-dominant hand.
  • Opening Containers: Tasks like opening jars or lids encourage the use of one hand while stabilizing with the other.

 

  1. Sensory Activities
  • Squeeze Toys: Squeeze balls or stress toys build grip strength in the dominant hand.
  • Painting with Brushes: Encourage painting or drawing with tools like brushes, markers, or chalk.
  • Sticker or Tape Removal: Removing stickers or peeling tape focuses on finger strength and coordination.

 

  1. Bilateral Coordination Activities
  • Tearing Paper: Use one hand to hold the paper and the other to tear along a line.
  • Stringing Pipe Cleaners: Thread pipe cleaners through small holes.
  • Play with Interlocking Toys: Use toys like LEGO blocks, encouraging the dominant hand for assembly.

 

  1. Games and Puzzles
  • Board Games: Picking up small pieces using the dominant hand.
  • Puzzles: Place and manipulate puzzle pieces with the dominant hand.

 

Tips for Encouraging Hand Dominance

 

  1. Observe which hand the child naturally prefers and encourage its use for precision tasks.
  2. Avoid forcing hand dominance; instead, offer opportunities to strengthen preference.
  3. Make activities fun and engaging to sustain the child’s interest.
  4. Provide consistent opportunities for practice in daily routines.
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