The Magic of a 3/4-inch Line

 

Walking on the line does not get enough credit. For those of us who are trained teachers we will see the objectives for walking on the line have to do with control the muscles coordination of the muscles, the focus of attention, and channeling of energy. That's a lot for a material which consists of the 3/4-inch line taped to the floor of the classroom! 

Remember where this exercise came from, Dr. Montessori's observations of children spontaneously walking on cracks in the sidewalks and along curbs. It is a naturally appealing exercise!

I have been working in Montessori classrooms and with Montessori teachers for 20 years this year. And there have been only a couple of handfuls of practitioners that knew really what to do with that line. That 3/4-inch line is a conduit of developmental supports that we can never outwardly see. Walking on the line serves physical development, yes, but it also serves internal development when we think of it as a means to support children at arriving in a place of centering their developmental energy through concentrated effort.

I see teachers abandoned the line. Either it doesn't get put down at all or children put their work rugs on top of it during work time making it inaccessible. And I have also seen that it is only an opportunity for the children to engage with when the adult says so at “line time". I have seen children forced to walk on the line during circle time/group time and it was miserable for them! An entire class on a line marching when the teacher told them to march, walking when the teacher told them to walk. There was no joy on the line, there was no concentration on the line, there was no discovery on the line. This is not how we optimize the use of this material.

Presentations for the line do not have to be whole group. It can be one, three or four children who need reconnection to the environment. Spontaneous lessons that can happen throughout the work cycle. Adults can model walking on the line at any point during the day. When was the last time you took a turn or two just walking on the line in the middle of the morning? The classrooms where I see children independently take to the line during the day are classrooms in which rugs are never laid across the line and lessons and connections to the line happen throughout the morning work cycle.

Walking on the line is one of the exercises of mindfulness in our Montessori classrooms. When a child is invested in the choice to walk on the line, they’re automatically beginning a level of concentrated work to keep their feet on the line to walk in the specific way that they have decided to. They may be carrying objects to increase the delicious challenge of keeping their balance. The rhythm of our footballs also helps to regulate our breath which can help to center us in general. The line is an excellent place for a child to go who may feel agitated, who can recognize they are starting to feel upset, or for a child who is transitioning from a difficult activity thinking about what they want to do next.

I was in a school a few months ago and saw something happen on the line that was thrilling to me! I saw a child put away a math work. When the work was on the shelf, the child came to this nice large ellipse and began to walk. And then they began to sing quietly to themselves. Next, I see a child with a big smile step on to the line and start walking. This child speeds up their pace so they are right behind the child who is quietly singing to themselves. Then they speed up more and pass the singing child all the while looking behind their shoulder smiling and giggling. This went on for a complete turn around the line before the child gave up this tactic and sought out another friend. The child who remained walking on the line did not break a step or even seem to see this other child that was trying to get their attention. They were completely concentrated on the work of centering themselves on that 3/4-inch line. Spontaneously, they did leave the line go to the shelf and select a movable alphabet and delve right into a challenging activity. This is the power of the line! When children have the freedom to take to the line, when it has been presented in a way that is joyful and enjoyable, we see children actually use it.

So, what is the lesson of my story? Trust the child. Offer what we studied and dedicated ourselves to within those albums, present lessons that are enjoyable and tailored to each child and we will bear witness do the children doing what Dr. Montessori said we would see.

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Treat yourself or another teacher!

Art for Early Childhood: Open-ended Exploration for the 3-6 child to Foster Independence and Discovery: Open-ended art activities to foster independence and discovery for the 3-6 age child for the classroom or home. Learn what creative expression is for the child, how to put together an activity, and how to model what to do. Based on the child's need to explore, experience, and create, this book is a great place to start or gain inspiration of how art can be for the young child. Chapters include information on how to prepare the environment, painting activities, paper activities with cutting templates, and additional media such as oil pastel, crayons, natural clay and more.