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“L et ’ s W alk ”
continued Observation and Evaluation: Does the child demonstrate proper posture and alignment,
with weight distributed evenly over all five toes and the heel of the foot? Does the child
respond appropriately to the imagery used?
Adding Equipment: Play “Walking Along,” inviting the children to accompany the song
with rhythm instruments. Those not developmentally ready to walk and play an instru-
ment at the same time should be allowed to simply stand and play.

Curriculum Connectors: By accompanying the activity with “Walking Along,” you are
bringing in the content area of music. Because self-discovery, including the exploration of
emotions, is the first step in social studies for young children, using the suggested imagery
incorporates that content area. Directional concepts are essential to reading and writing
(language arts).

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Exploring Up and Down
Ask the children whether they know what up and down mean, and to show you with their
bodies. Then pose the following questions and movement challenges:
• Can you make your body go all the way down? Can you go all the way up?
• How high up can you get?
• Go down halfway. What does that mean to you?
• Make yourself so tiny I can hardly see you.

• Make yourself as huge as a giant.

Extending the Activity: Play a game of Blast Off. Ask your toddlers to squat down,
pretending to be rockets on launching pads. You then count down from ten (with as much
drama as possible!), and at the signal to “blast off,” the children spring up and “into the air.”
Your toddlers will love this, so you should expect to have to repeat it at least a few times!
You can also use imagery to explore the concepts of up and down. Talk about the fol-
lowing, and then ask your toddlers to show you these objects:
• a piece of bread going in and then popping out of the toaster
• a yo-yo on a string
• a jack-in-the-box (first being pushed down and then springing up)
• popcorn popping (starting with little kernels in the pan)
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