Provide time that supports toddlers’ decision-making about their imaginary destination. It may be appropriate to offer several suggestions. Refrain from imposing a destination. Toddlers may opt for different places, as noted in the activity plan.

Toddlers will likely enjoy holding a ticket and giving it to you before crossing the bridge. Some toddlers may be familiar with the use of tickets. Remember that the main goal of the activity is to provide practice in stepping up and stepping down, including the process of maintaining balance during and after stepping. Your encouragement and physical help, if appropriate, are important. Avoid letting other parts of the activity, such as ticket giving, become more important than paying attention to stepping up and down.

In general, stepping down from a step is more challenging than stepping up. Some toddlers may need assistance for stepping down, but not stepping up.

Some toddlers may prefer to watch several other toddlers navigate the bridge before doing so themselves.

Toddlers enjoy carrying objects around a room, but holding play materials while stepping up and down may interfere with a toddler’s balance and obstruct his/her vision. Let toddlers know you will transfer their toys to the other side. Example: “You will want to see your feet when you are taking a step. Holding the toy dog makes it too hard to see where your feet are stepping. I will hold your toy and give it to you after you cross our bridge.”

Discourage toddlers from jumping on and off the bridge. Remind toddlers that we are practicing how to step up on, and down from, a pretend bridge. We use one foot at a time.

Extra support

• Offer the following guidance to a toddler for stepping up on, and down from, the bridge: (1) stand very close to the bridge; (2) look at where you are going to put your foot when you step up; (3) step up, one foot at a time (and hold my hand if you would like); (4) walk across the bridge and stop before you step down; (5) look at where you are going to put your foot when you step down; and (6) step down, one foot at a time (and hold my hand if you would like).
• Help a toddler regain balance by offering your hand as a support.
• Remind toddlers to take their time. They do not need to hurry.
• You may wish to distribute the second ticket just prior to a toddler’s return across the bridge, rather than distribute two tickets at the same time.

Enrichment

• Ask each toddler where he/she is going when presenting a ticket to you. You can extend the conversation by asking what the toddler plans to do at the destination and whether he/she will return during the day or at night. Remember the destination so you can ask about the place when the toddler returns.

It is common for toddlers who are learning to manage stairs to lead with the same foot on each step. Going up and down steps, toddlers generally bring both feet to the same step before moving to the next step. Many toddlers will need a railing or adult hand for support.

There is no need to urge a toddler to hurry to the next developmental level of walking on stairs. Discourage other toddlers from urging a child to “hurry up” on steps. Positively emphasize the importance of taking time and waiting for our turn. See the Scaffolding Tips. New skills will emerge as the toddler gains experience and confidence with steps.

Refrain from placing a child onto play equipment. Observe the toddler’s efforts and help the toddler learn the individual movements for climbing up or down. Once a toddler has mastered going up steps, he/she is likely prepared to learn skills in stepping down.

Extra support

• Kneel next to a toddler who wants to watch other toddlers manage steps. Describe how other children are going up and down.
• Offer a simple phrase to help toddlers wait for their turn on the steps. Examples: “Nora goes up. Friends watch and wait.” “One friend can go up the steps. Nora is next.”

Enrichment

• Create and sing a little song about how to help toddlers take turns. See the following example. (Tune: “Jack and Jill”)

Staying close to the small group of toddlers who are following your lead will facilitate interactions and make you fully available to help a toddler use the stepper. Toddlers are not expected to manage the activity without a staff member. Arrange for another adult to wait with toddlers who take a turn for going on the adventure walk.

Again, discourage toddlers from jumping. We are practicing how to walk on things and how to step up and step down.

Extra support

• Offer to hold a toddler’s hand.
• Describe the process of stepping up on, and down from, the stepper. Wait at the stepper until all toddlers have navigated the step.

Enrichment

• Add another element to the obstacle course, such as placing soft animals along the path. Encourage toddlers to imagine the items are forest animals, such as deer, that are you watching you move along the path.