Sharp Skills or Snipping Struggles? Qualitative Paper-Cutting Performance in 5- to 10-Year-Old Children Using Hands-On!

This study examined age-related changes in qualitative paper-cutting performance of typically developing children aged 5 to 10 years. Using the Hands-On! observation tool, we analysed 178 (85 boys; Mage 8.06 years, SD ± 1.58) children's performance on the DCDDaily paper cutting task. Paper cutting involves several intra-task components, such as grip type and cutting movements, each comprising multiple observable actions that reflect a child's qualitative performance (e.g., small or large cutting movements). We assessed the differences in the occurrence of these actions within each intra-task component across age groups, along with task duration and mistakes. Our findings revealed significant age-related differences in the qualitative performance of multiple actions within the intra-task components. Three distinct developmental patterns emerged: progression, variability in progression, and stability. Notably, these qualitative differences were observed even when quantitative measures, such as duration and mistakes, showed ceiling effects, highlighting the ability of qualitative assessments to capture nuanced developmental changes. This study provides valuable insights into the development of paper-cutting skills, emphasising the importance of incorporating qualitative analysis into motor skill assessments. Future research should explore the qualitative performance of children with both typical and atypical motor development to further understand the complex interplay of factors influencing fine motor skill performance.