Primary: Practical Life: Walking on the Line

Primary Instructor

In lesson 46, we teach Walking on the Line, and this is often the first time a child experiences their own body as a precise instrument. Walking on the line is often the first time a child experiences their own body as a precise instrument. For children who have been told they are clumsy or too wild or that they cannot sit still, discovering that their body can do something with this level of control changes their self-concept. They realize: I am capable. My body can do this. I have control. Balance and proprioceptive awareness develop through this work. The child learns to feel their body in space. They develop the ability to make tiny adjustments in movement and weight distribution. This is the foundation of motor control and self-awareness. Control of the body is not equally available to all children. Some children grow up with a lot of freedom to move, to run, to climb, to fall and get back up. Their bodies are practiced in movement. Other children have been confined, restricted, or told their bodies are wrong. The line offers something to both: a way to experience precision and control and pride in what their body can do. For children with ADHD or who struggle with impulse control, the line offers something valuable. It is an activity where they can move, but in a focused, purposeful way. The line itself structures the movement and provides the external regulation that helps their nervous system settle. Teach walking on the line as a gift to children. This is a chance for every child, no matter how their body works, to experience competence and control. When a child realizes they can balance on a line, they realize they are more capable than they thought.

Ready to document your practice?

Submit an album entry for this lesson to receive Cohort Guide feedback.