Which intervention best helps a preschool child with gross motor delays learn the proper way to climb stairs using an alternating stepping pattern?

Which intervention best helps a preschool child with gross motor delays learn the proper way to climb stairs using an alternating stepping pattern?

• A. Using colorful visual cues on each step, such as a footprint, to help guide the child
• B. Setting a timer whenever the child climbs stairs to help build the child's pace
• C. Reading an illustrated social story on how to correctly place the feet while climbing stairs
• D. Encouraging jumping on a small trampoline throughout the day to develop body awareness

Answer: (A)

Using visual cues on each step provides a concrete, immediate guide for how to place feet and the sequence of steps as the child climbs. For a preschooler with gross motor delays, learning the alternating stepping pattern benefits from external, easy-to-interpret prompts that reduce cognitive load and support motor planning. Footprint markers on the steps give a clear picture of which foot to lead with next and help the child develop the rhythm and weight shift needed for safe, alternating steps. This kind of cue can be used during practice and gradually faded as the child becomes more independent, promoting lasting skill. The other options don’t directly teach the foot placement and stepping sequence: a timer focuses on pace rather than form, a social story addresses behavior or knowledge but not the motor pattern, and trampoline jumping builds general body awareness but not the specific stair-climbing technique.

Using visual cues on each step provides a concrete, immediate guide for how to place feet and the sequence of steps as the child climbs. For a preschooler with gross motor delays, learning the alternating stepping pattern benefits from external, easy-to-interpret prompts that reduce cognitive load and support motor planning. Footprint markers on the steps give a clear picture of which foot to lead with next and help the child develop the rhythm and weight shift needed for safe, alternating steps. This kind of cue can be used during practice and gradually faded as the child becomes more independent, promoting lasting skill. The other options don’t directly teach the foot placement and stepping sequence: a timer focuses on pace rather than form, a social story addresses behavior or knowledge but not the motor pattern, and trampoline jumping builds general body awareness but not the specific stair-climbing technique.