Pavement Chalk & Gross Motor Stations
Toddlers develop balance and coordination.
- Framework: EYFS
- Unit: EYFS Summer Time
- Learning area: Gross Motor
- Level: EYFS Birth-2
Objectives
- Walk along chalk lines
- jump, hop with guidance.
Instructions
Materials
- Large, non-toxic pavement chalk sticks in bright colours
- Masking tape or painter's tape for floor markings
- Small plastic buckets for chalk storage
- Portable music player
- Soft foam balls for rolling and chasing
Learning Objectives
- Demonstrate improved balance while squatting and reaching for chalk.
- Practise bilateral coordination by using both hands to mark the ground.
- Follow simple verbal cues to move between designated stations.
- Explore cause and effect by observing chalk marks left on the pavement.
Step-by-Step Instructions
1. Select a safe, shaded outdoor area with smooth pavement.
2. Use masking tape to create large shapes or lines on the ground to define different movement stations.
3. Place a bucket of chalk at each station to encourage children to move from one area to another.
4. Demonstrate how to hold a piece of chalk and make a mark by pressing it firmly against the ground.
5. Encourage toddlers to crawl, walk, or toddle between the stations to find new colours.
6. Play soft, rhythmic music to signal transitions between stations.
7. Model gross motor movements like reaching high, squatting low, or rolling a foam ball across the chalk lines.
8. Allow children to explore the sensory experience of the chalk texture and the visual results of their movements.
9. Provide verbal encouragement as children interact with the lines and colours.
10. Conclude the activity by having children help place the chalk back into the buckets.
Educator Tip
Toddlers often prefer to focus on the sensory experience of holding the chalk rather than drawing specific shapes. If a child becomes frustrated, focus on the physical act of tapping the chalk on the ground to create dots rather than long lines.
Assessment
- Observe if the child can grasp the chalk with a palmar or pincer grip.
- Note the child's ability to transition between stations when prompted.
- Record the child's engagement with the physical movement of squatting and reaching.
Assessment
Observe and note: sustained engagement, sensory responses, early vocalisations, and attachment behaviours. Document using the Characteristics of Effective Learning framework (Playing and Exploring). Participation, gross motor attempts.