Parade Around - #38-39
|Parade Around - #38-39|
|Equipment:||4 cones, vinyl tape (inside activity areas), chalk or spray paint (outside activity areas), and CATCH Me Movin', CATCH Me Groovin' music CD|
|Skill Theme(s):||Walking in a line; self-space; following directions|
- Inside: Tape lines in a square or rectangle around the perimeter of the floor. Place a cone inside each corner.
- Outside (blacktop): Use chalk to mark a square or rectangle around the perimeter or the area. Place a cone inside each corner.
- Outside (grass): Spray paint lines on the grass. Place a cone inside each corner.
- Greet the children at the door (soft voice) and ask them to follow the line that you have designated as the perimeter of the activity space.
- Children must stay in line, cannot pass others, and should not run into or touch the child in front of them.
- While the children are parading around the room talk to them about:
- Staying behind the person who is in front of them.
- Not touching the person who is in front of them as they walk.
- Try to keep a "bubble of space" between their stomach and the back of the person in front of them.
- Do not step on the feet of the person in front of them.
- Always look forward at the person ahead of them, so they do not bump into them or get lost.
- Talk to the children about how the line is parading around the cones.
- Remember to keep your voice soft and non-threatening.
- Walk next to the children and show them how big the empty space or "bubble" needs to be by using your hands or holding a ball in between each child as he passes.
- Give positive feedback to children who are following directions.
- Add quiet and calm music after they start to show understanding of the directions for walking in a line. Try "Peace" (track #22), "Calm" (track #23), or "Relax" (track #24) from the CATCH Me Movin', CATCH Me Groovin' music CD.
- Children who use mobility devices may participate with their devices. If the child cannot keep pace with the line, he may participate to the side of the line for safety.
- Children with visual impairments may participate with a sighted guide. Verbal explanation and physical assistance may be needed.
- Children with auditory impairments will require modeling for success. Sign language and/or pictures may be used for clearer communication.