Walking On the Line

Materials: An ellipse ¾ inch wide marked on the floor as large as the space will allow.

Stage 1:

Walking with Natural Steps

Hand drum or other instruments for signals.

Stage 2:

Walking Heel-to-Toe

Small baskets filled with grain

Flags from the geography material

Towers of blocks

A sphere on a spoon

Small glasses with colored water

Bells

Heavy object hung on a string

Object, such as a soft bean bag, to place on the head

An empty basket to place on the head (then something can be placed into the basket)

A large tray to hold the objects

Stage 3:

Walking to Rhythms

Hand Drum

Purposes:

• Learning to Walk on the Line

• Horme Energy Channeled

• Control of Muscular Movement

• Coordination of Muscles

• Focus of Attention

• Concentration

• To Become Aware of What You can do with Your Body

Age: 2 ½ - 6

Preparation: None

Presentation:

Stage 1 - Walking with Natural Steps

Exercise 1: Walking with Natural Steps

• Invite a group of children to remove their shoes and bring a chair to sit in near the line.

• Explain that you will show them how to walk on the line silently.

• Place your feet on the line and model walking slowly but naturally, back straight, and eyes straight ahead.

• Walk the ellipse once completely before stepping off.

• Invite a few children to walk on the line.

• Once they have been around at least once, invite them off with a thank you and say their name, and one at a time invite the other children.

• Encourage the children to look ahead, not at their feet.

• After a time, invite them off and close the lesson by making sure the children know they can walk on the line whenever they like. 

Note: Children will stay at this exercise perfecting natural walking on the line for a while.

Note: If the children need help keeping a distance between them while walking, have them extend their arm, place their hand on the child’s shoulder in front of them, and take a few steps. Stop and ask them to drop their arms and try to keep that distance between.

Exercise 2: Walking with Natural Steps to Music

• Invite a group of children to the line as before.

• Explain that you will show them how to walk on the line but this time we have soft music to listen to.

• Place your feet on the line and model walking slowly but naturally, back straight, and eyes straight ahead.

• Walk the ellipse once completely before stepping off.

• Invite a few children to walk on the line.

• Once they have been around at least once, invite them off with a thank you and say their name, and one at a time invite the other children.

Stage 2-Walking Heel-to-Toe

Exercise 3: Walking Heel-to-Toe (soothing background music can be played for this exercise)

• Invite a group of children to the line as before.

• Model how to walk heel-to-toe keeping the feet on the line.  For each step, the heel should touch the toes of the opposite foot.  Do not look at your feet, keep your head up and looking forward.

• Step off the line and invite a few children.

• Excuse and invite more children as before.

Note:  Do not correct a child for using their arms outstretched to balance.

Exercise 4: Walking Heel-to-Toe Carrying Objects

• Invite a group of children to the line as before 

• Model walking heel-to-toe carrying an object

• Step off the line and invite a few children to walk. 

• As the children are walking tell them that they will be given an object to carry and that they may carry it arm extended in front or to the side.

• As the child walks by on the line, hand them an object to carry, being mindful of their ability.

Progression of Difficulty:

1 flag

2 flags

1 basket with grain held by the handle

2 baskets of grain

A tower of 2 blocks

A tower of 3 blocks

A sphere on a spoon

1 glass of water

1 bell (held by the handle downward without letting it ring)

2 glasses of water

2 bells

An object suspended on a string (try not to let it swing)

A beanbag on a child’s head

A bean bag on the head and an object in each hand

Note: Because of the individual abilities and development of equilibrium of the children, they probably will not all be carrying objects.

Stage 3: Walking to Rhythms

Exercise 5: Walking to a Steady Rhythms

• Invite a group of children to the line as before. 

• Model walking naturally to the steady beat of a drum.

• Step off the line and invite a few children to walk. 

• Repeat for the rest of the group.

Exercise 6: Walking to Changing Rhythms

• According to the previous exercise, invite the children to start walking in a natural rhythm.

• Tell the children they can change their walking speed to keep pace with the drum.

• Gradually increase speed.

• Return to a natural rhythm.

• Gradually slow down.

• Return to natural rhythm between beat changes.

Point of Interest:

• Trying to keep their balance as well as keeping their feet on the line.

• Keeping an even distance from the person ahead of them.

• Observing other children use the various objects as they walk on the line.

• Walking to the beat of the drum.

Pedagogical Notes:

• The line may be paint, tape, Velcro, or chalk (for carpet).  

• Walking on the Line needs to be available for the children to engage in at any time.  

• This activity should be encouraged daily.

• All children should be able to Walk on the Line if they would like to. Do not force a child to do it.

• The line should not be covered with work rugs during the work cycle so it may be used freely.

• Please do not have the children sit on the line for circle time.

• Because the line is considered a work or material, the child must behave respectfully while on the line.

• Pushing or being disruptive on the line is not appropriate.  If this happens, invite the child off the line to observe the others for a short time before inviting them back onto the line.

• Children are not to “pass” slower students on the line.  Ask them to step off the line to wait for a larger opening and then rejoin.

• Children should not run, skip, or gallop on the line.

• Observation points to look for while watching a child/children on the line:

  • Points of interest for specific children.

  • The next level of difficulty for a child who is mastering a presentation or object on the line.

  • The child who needs practice and additional time understanding or following the auditory signals.

  • If a child is not choosing not to walk the line.  Do they come to the line over time?  If they do not, it is important to determine the reason why.