TinyStepper

Chewy Necklace Obstacle Course

At a glance: Combine a safe chewy item with a physical obstacle course so toddlers get oral and full-body sensory input at once. A 15-minute, high-energy both activity for ages 12m2y.

Built by a parent of toddlersBest for 12m-2y

Field-tested ideas shaped by direct parenting experience and advice from reputable sources, including NHS Best Start in Life and NSPCC child development research.

12m2y15 minshigh energybothnone mess

For children who bite frequently, occupational therapists often recommend pairing oral sensory tools with gross motor movement — the combination satisfies the nervous system on multiple channels simultaneously. This activity gives your child something safe to chew (a silicone teether on a ribbon, or a damp flannel) while they navigate a simple cushion-and-pillow obstacle course. The heavy work of climbing and crawling floods the proprioceptive system, reducing the internal pressure that drives biting.

Best for this moment

when your toddler needs to move and burn energy, especially when you need something flexible indoors or outdoors.

Parent tip

Set out blankets and cushions before inviting your toddler in so the first minute feels smooth.

What success looks like

A good outcome is a few minutes of engaged play, some back-and-forth with you, and a small sign of progress in body awareness.

More help for this situation

Instructions

Get ready
  • Build a simple obstacle course: two cushions to climb over, a blanket tunnel to crawl through, and a pillow 'mountain' to scramble up.
  • Offer your child a safe chewy item — a silicone teether clipped to their top, or a damp flannel to hold.
  1. Build a simple obstacle course: two cushions to climb over, a blanket tunnel to crawl through, and a pillow 'mountain' to scramble up.
  2. Offer your child a safe chewy item — a silicone teether clipped to their top, or a damp flannel to hold.
  3. Say 'Let's go on an adventure — you can chomp your chewy while you climb!'
  4. Guide them to the first obstacle and stay close for balance support, especially for early walkers.
  5. At each station, pause and narrate: 'Big climb! Your muscles are working so hard.'
  6. Repeat the circuit two or three times — the repetition builds confidence and deepens the sensory input.
  7. On the final lap, slow the pace down: 'Now we're creeping like sleepy bears through the tunnel.'
  8. Finish by flopping onto the pillow mountain together for a rest — 'All that climbing made our bodies calm.'

Why it helps

This activity provides simultaneous oral proprioceptive input (through chewing) and whole-body proprioceptive input (through climbing and crawling), addressing the sensory-seeking behaviour that underlies much toddler biting. Heavy-work activities like pushing, pulling, and climbing are a cornerstone of sensory integration therapy because they organise the nervous system and reduce arousal. Pairing this with a safe oral outlet teaches the body that it can get the input it craves without biting people.

Variations

  • Add a 'roaring station' where your child stops to do a big lion roar before the next obstacle — this provides oral motor input through the jaw and breath.
  • For older toddlers, include a balance beam (masking tape line on the floor) that requires concentration and reduces the impulse to chew.
  • Play gentle music during the course and pause it at random — when the music stops, everyone freezes and takes a deep breath.

Safety tips

  • Ensure the chewy item is securely attached and cannot wrap around the child's neck — use a breakaway clip or short ribbon.
  • Stay within arm's reach throughout, as chewing while climbing increases the risk of stumbling.
  • Check cushions and pillows are stable and won't slide on hard floors — place them on carpet or a non-slip mat.

When to pause and seek extra support

Stop if your child becomes distressed, unsafe, or consistently frustrated by the activity. If play, behaviour, or development worries keep showing up across settings, check in with a qualified professional.

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