Why Clock-Face Step Game works

At its simplest, Clock-Face Step Game is about controlled movement and body awareness, starting with the instruction to place four to six large flat paper numbers around a central standing spot—12, 3, 6 and 9 are enough to begin. Step toward large numbered positions arranged like a simple clock face, always returning to the center. The first useful comparison appears when the child then has to tape every marker flat.

Set up — Place four to six large flat paper numbers around a central standing…

Prepare paper before the child is asked to place four to six large flat paper numbers around a central standing spot—12, 3, 6 and 9 are enough to begin. Complete the opening request to place four to six large flat paper numbers around a central standing spot—12, 3, 6 and 9 are enough to begin once before adding the next instruction to tape every marker flat. Keep the floor clear and the movement controlled throughout that first transition.

Step 2 — Tape every marker flat

Allow room for a mistake while the child tries to tape every marker flat. A self-correction here is more useful than fast repetition before the child moves on to call one number.

Step 3 — Call one number

After the child tries to call one number, ask one brief question about the result. Connect their answer to the next request to the child steps toward that marker, taps it with a toe and returns to the center before the next call rather than explaining it for them.

Step 4 — The child steps toward that marker, taps it with a toe and…

Have the child the child steps toward that marker, taps it with a toe and returns to the center before the next call before offering a solution. What happens here should help them understand how to markers must be flat and secure, especially compared with the earlier request to call one number.

Step 5 — Markers must be flat and secure

Give the child time to markers must be flat and secure and notice the result. The following instruction to markers must be flat and secure should use what they learned after previously trying to the child steps toward that marker, taps it with a toe and returns to the center before the next call.

What to notice before Markers must be flat and secure

The strongest evidence appears after the child has tried to call one number and before they finish by trying to markers must be flat and secure. Look for whether the child can change action or direction deliberately without losing control rather than judging the round by speed or neatness.

Make Call one number easier or harder

Use the child’s last successful attempt to call one number to set the next round. Simplify by doing this: shorten the route, slow the pace, or use fewer actions. Extend it by doing this: add one remembered action or direction change without increasing speed.

Finish after Markers must be flat and secure

Let the last useful change in central be the endpoint. Ask what made it different from the earlier flat moment, then stop. Another activity is available in the activity search or through the activity generator.