Formation of temporary representations in preschool children

The article reveals the theoretical aspects of the formation of time concepts in preschoolers, as well as ways and means of developing a “sense of time”.

Key words: formation of temporary representations, preschool children, ways, means.

Time is one of the links of reality in which we exist. All events in the surrounding reality of the world occur in time. It disciplines our life and activities, we are subject to its course, although sometimes we don’t notice it.

Modern life is characterized by sudden changes in rhythms, lack of time and unprecedented speeds. Today, a person of any profession and age needs the ability to subtly sense it and use it rationally. Therefore, a modern person needs to be able to adapt to changing conditions and quickly respond to the times.

Many teachers have studied the formation of ideas about time in preschool children. Thus, Ya. A. Kamensky in “The Great Didactics” pointed out that by the age of six, the child should have the core for many subsequent activities. He pointed out that the education of preschoolers must go through the “first steps of chronology” [2].

According to F. Froebel, the child should learn the first ideas about time in the process of practical games, in games and in classes with educational material.

E.I. Vodovozova was interested in the question of the amount of knowledge for preschoolers. She believed that it was enough for children to know the sequence of days of the week and the order of the seasons. She suggested that children master such concepts as “noon”, “twilight”, and introduce them to the cardinal directions [1].

Under the leadership of A. M. Leushina, the content and methods of forming time concepts in preschoolers were developed. Preschoolers mastered abstract concepts through the assimilation of practical actions and in practice-oriented activities. The content of temporary concepts developed by A. M. Leushina is widely represented in educational programs. This was a significant difference from foreign educational programs[3].

The theoretical aspects and practical recommendations of M. I. Vasilyeva on the development of temporal representations are interesting. Her works describe the role of time in regulating a child’s behavior and activities. The result of the work is that preschoolers began to perform certain actions more quickly and spend it sparingly on everyday processes.

R. Chudnova offers ways to teach time orientation. The author recommends the widespread use of pictures and literary words: proverbs, stories, poems, riddles. To improve knowledge about time, R. Chudnova developed visual models “Parts of the day”, “Days of the week”, “Seasons” - symbols of the year and seasons. When using this material, the author recommended taking into account the age and individual characteristics of the students [7].

T. D. Richterman also identifies the main specific aspects of children’s perception of time, clarifies the tasks, and offers a variety of work methods. The author offers an introduction to the parts of the day on a visual basis - using pictures that reflect the activities of children in different parts of the day. Next, the author suggests switching to learning pictures with images, where each time of day is indicated by a different color. To generalize knowledge about time, T. D. Richterman suggests introducing older preschoolers to the calendar as a system of time measures [5].

E.I. Shcherbakova also studied the formation of time ideas and concepts (day, week, year) in preschoolers, some properties of time (one-dimensionality, fluidity, irreversibility), and was also interested in primary practical orientation in time. She developed a three-dimensional model of time in the form of a spiral, each curl of which, depending on the solution to a specific didactic task, clearly showed the movements of changes in processes and phenomena of time. The author also created the “Days of the Week”, “Seasons” model, which promotes children’s understanding of the real moment, provides children with the opportunity to look into the “laboratory of time”, see and understand its essence [8].

The perception of time has its own characteristics

, so the phenomena of objective reality are characterized by a certain duration, therefore the perception of time is, first of all, a reflection of the duration of the phenomena of objective existence, their flow within a particular period of time.

As in any perception, the basis is the sensory perception of time. There is no special time analyzer. Various properties of time are reflected by a certain set of analyzers with the leading role of one of them. I.M. Sechenov attached special importance to auditory and muscle sensations, believing that “only sound and muscle sensation give a person an idea of time, and not with all their content, but only one side, the viscousness of the sound and the viscousness of the muscular feeling” [6].

So we can distinguish five features of time. It is characterized by fluidity

: not a single, even the smallest, unit of time can be perceived immediately, but only in its sequential flow, that is, the beginning of an event is recorded, and when its end comes, one can only remember the beginning.
The next feature is the irreversibility
of time: you cannot return the moment that has passed.
Time is inaccessible to direct contemplation
: it is “not visible”, “not heard”;
it has no visual forms. Over time, no action can be taken
.
Any action takes place in time, but not with time. Time can only be lived. And the last feature, verbal designations of time are conditional
, relative, unstable and of a transitional nature.

The “sense of time” can be at different stages of development. At an early age, it is formed on the basis of sensory experience without relying on knowledge of temporary standards. This is how a baby screams when it’s time to feed him. He does not have a generalized concept of “sense of time”; it is associated only with specific activities. This feeling grows and improves in the process of specially selected exercises and mastering methods of assessing time. In such cases, it begins to play the role of a regulator of activity.

Time orientation is vital for a child as a future member of society and serves as the basis of his personal culture. The ability to navigate in time gives children the opportunity to develop successfully, master various types of activities, explore the world around them and, thus, prepare for school. The level of development of temporal concepts in children is one of the important indicators of intellectual readiness for school and is identified through pedagogical and psychological diagnostics.

Many positive qualities arise and develop thanks to the child planning his activities over time, for example: focus, composure, organization, etc. In playful, productive activities, children learn to regulate the pace and rhythm of their actions, and take into account the time factor.

But the development of temporal concepts by a preschool child is slow and difficult. The reasons for this are various. So R.L. Nepomnyashchaya identifies the following, the first reason is the uniqueness of time as a form of manifestation of reality. The second is the immaturity of the child’s mechanisms of time cognition. The third is the characteristics of children's thinking and cognitive activity at an early age. And the fourth reason is the child’s little experience of living in time.

Therefore, when introducing preschoolers to time concepts, it is necessary to be based on the age and individual characteristics of the children. It is necessary to start by familiarizing children with the units of its measurement. Systematic work in an educational institution on the development of temporal concepts begins at the age of three. In each age period, the teacher directs his efforts to solving certain problems, which as a whole constitute a program that guides the teacher in his activities.

Analyzing the program “From birth to school” edited by N.E. Veraks [4], we found that in the second youngest group, children are taught to navigate contrasting parts of the day: day - night, morning - evening. In the middle group, the ideas of preschoolers are expanded by characterizing the sequence morning - day - evening - night. Then, in older preschool age, children are given the idea that morning, evening, day and night make up a day. They learn to establish the sequence of events, for example, what happened before and what happened next. And already in the preparatory group, children are given elementary ideas about time: its fluidity, periodicity, irreversibility, the sequence of all days of the week, months, seasons. They learn to distinguish the duration of individual time intervals: 1 minute, 1 hour.

After conducting a theoretical analysis of the literature, we found that the development of ideas about time in children in kindergarten is carried out in two ways: through everyday life and in the classroom. Both paths can be combined with each other. In everyday life, it is useful to rely on a daily routine, a clear routine in the alternation of various types of activities. In addition to the child’s own activities, examples from the lives of other people, as well as natural phenomena, observations of which contribute to the recognition of parts of the day and seasons, are used as reference points.

Work to familiarize children with time should have a clearly practical orientation. In the process of work, it is important to use a wide variety of means: observations, didactic games and exercises, examination of illustrations and models, modeling, reading works of art (poems, fairy tales, stories, proverbs, sayings, riddles), etc.

Thus, in modern conditions of social development, solving such a problem as the development of temporary concepts is of particular relevance. It is important to use a variety of means when working with preschoolers. The work should be carried out not only during educational activities, but also during the day and at regular moments.

Literature:

1. Vodovozova, E. N. Mental and moral education of children from the first appearance of consciousness to school age: A book for educators / E. N. Vodovozova. - St. Petersburg, 1913.

2. Komensky Ya. A. Great didactics. — Fav. Ped. op. - / Ya. A. Kamensky, M.: 1955.

3. Leushina, A. M. Formation of elementary mathematical concepts in preschool children. / A. M. Leushina - M., 1974

4. From birth to school. Approximate basic educational program for preschool education / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. — 3rd ed., rev. and additional - M.: MOSAIKA-SYNTHESIS, 2015. - 368 p.

5. Richterman, T. D. Formation of ideas about time in preschool children. / T. D. Richterman - M. - 1982.

6. Sechenov, I. M. Reflexes of the brain. Selected works / I. M. Sechenov. - M., 1952. S. 77–78.

7. Chudnova, R. Teaching children time orientation / R. Chudnova // Preschool education. - 1989. - No. 7. - No. 1. - P. 24–29.

8. Shcherbakova, E. I. Methods of teaching mathematics in kindergarten. / E. I. Shcherbakova. - M., 2000.

Time is a reflection of the eternal development of nature, society, and man. It is a regulator not only of various types of activities, but also of social relations. We encounter time every day: tearing off a piece of the calendar, watching the clock every minute. A child also lives in time, so it is necessary to form children’s ideas about time. Children are introduced to the world around them, in which all events take place in time. The temporal characteristics of real phenomena, their duration, the order in which they follow each other, the speed of occurrence, the frequency of repetitions and rhythm must be shown and explained to preschoolers.

In preschool childhood, the first ideas about time filled with life and work are formed. Children need to learn to navigate time themselves: to determine, measure time (correctly denoting it in speech), feel its duration (regulating and planning activities in time), change the pace and rhythm of their actions depending on the availability of time.

We should not forget that an older preschooler is a child who will soon become a schoolchild. And time is a regulator of the life and educational activities of a schoolchild, starting from the first grade. In the process of learning at school, there is not a single type of activity in which time orientation is not an important condition for the acquisition of knowledge, skills, and abilities. Many additional difficulties have to be overcome by those children who have not developed temporal discrimination. Literally from the first days, children should be able to work at the same pace and rhythm, meet a certain time, learn not to be late for lessons, start preparing lessons at home during the time, etc.

The relevance of the topic is indisputable, since the formation of temporary concepts in children of senior preschool age will create the basis for the further mental development of the child’s personality, will influence the development of such qualities as organization, focus, composure, the ability to plan one’s activities, etc. These qualities are necessary conditions for preparing children for school.

Thus, the formation of temporary representations should begin already in preschool age.

Based on the above, we have determined:

Goal: to theoretically substantiate and experimentally test a system of techniques that promote the effective formation of time concepts in preschool children.

The object was the process of pre-mathematical preparation of children

preschool age.

The subject area was the tasks, content, methods, techniques and forms of organizing work on the formation of temporary concepts and ideas of preschool children.

The hypothesis is defined as follows: we believe that the process of forming ideas about time in preschoolers will be successful if work with children is carried out in strict sequence using a variety of methods and techniques, various forms of educational and cognitive process.

We were given the following tasks:

1. Based on the analysis of psychological and pedagogical literature, get acquainted with the content, essence and specifics of the work on the formation of temporary ideas.

2. In the course of experimental work with children, organize work on the assimilation of temporary representations using various methods and teaching techniques, draw conclusions about their effectiveness, including modeling.

3. Develop methodological recommendations for parents and educators, prepare an application with practical material for working with children.

The technique of forming temporary representations in preschool children has gone through a long path of development. In the 17th - 18th centuries. issues of the content of methods for forming ideas about time are reflected in the advanced pedagogical systems of education developed by Ya.A. Kamensky, I.G. Pestalotsi, K.D. Ushinsky, L.I. Tolstoy and others.

Nowadays, research on the issues of perception of time and the formation of ideas about time has been carried out by both foreign psychologists and teachers J. Piaget, P. Fresse, P. Janet, etc., and domestic K.A. Abulkhanova – Slavskaya, A.A. Kronik, F.N. Blecher, S.A. Rubinshtein, A.A. Lyublinskaya, AM Leushina, T.D. Richterman, F. Chudnova, I. Kononenko, E. Shcherbakova, O. Funtikova R.L. Nepomnyashchaya. They have defined a fairly diverse program for the development of children's knowledge of time.

In his research, S.A. Rubinstein touches on the issues of time perception by preschool children. Thus, in his work “Fundamentals of General Psychology,” he focused on the difference between two concepts: the perception of time duration and the perception of time sequence. He generalized the data on time into the law of the filled time interval: the more filled and, therefore, divided into small intervals, a period of time is, the longer it seems to the child.

A. Lyublinskaya in her work “Perception of Time” reveals the nature of time as an object of knowledge and its role in the lives of children. And it indicates that a preschool child orients himself in time based on purely everyday indicators.

According to the content of training developed by F.N. Blecher, children were introduced into the world of temporary relationships. Through games, they learned ways to evaluate temporary activities.

In implementing the assigned tasks, F.N. Blecher recommended using two plots: forming temporary performances along the way, using all the numerous occasions that arise in life and playing special games. In her opinion, children should actively participate in practical, life situations (for example, determine on their own by counting on the calendar the number of days before the holiday), and carry out instructions from an adult.

Under the leadership of AM Leushina, content and methods for forming time concepts in children were developed.

For its precise definition, time requires quantitative and numerical knowledge; it is inextricably linked with the definition of magnitude, and not rarely space. Therefore, work on developing children’s ability to navigate in time must be carried out, as AM Leushina points out, in unity with work on number, quantity, magnitude and spatial references.

R. Chudnova and I. Kononenko introduce us to methods of teaching children time orientation. The meaning of their work boils down to the fact that the formation of ideas about time is formed both in the classroom and in the daily activities of children. Training is carried out in the form of a variety of games, exercises to determine time periods and their sequence. At the same time, the illustrative material, teaching methods and techniques gradually become more complex. In general, their methods are similar, but R. Chudnova pays more attention to the use of models and visual aids.

In his book “The Formation of Concepts of Time in Preschool Children.” T.D. Richtermand gives recommendations for developing children's ideas about time, and also offers techniques and stages of work to develop their sense of time.

Issues of forming ideas about time are reflected in a number of research works by modern authors.

E. Shcherbakova and O. Funtikova clearly formulated the main tasks of familiarization with time standards using a volumetric model.

R.L. Nepomnyashchaya reveals the peculiarities of perception and methods of developing ideas about time in children.

Further improvement of the methodology for the formation of temporary presentations is aimed at clarifying the content, searching for the most effective methods, developing and introducing new didactic tools into the practice of these institutions.

Based on the peculiarities of time perception by preschool children, we specifically determined through which objective phenomenon one or another time mathematical concept can be formed (see Figure 1).

Picture 1

Formation of mathematical concepts through objective phenomena.

In my work on the formation of time concepts in preschoolers, I use the design and technological approach of V.E. Steinberg, who considers it advisable to use the following unified components of the lesson scenario:

1. Stage of cognitive activity:

— familiarization with the object being studied;

— formation of a detailed, systematized characteristic of the object;

— supplementing the characteristics of the object with special information;

— a theoretical generalization of the topic, which consists of constructing a model in the form of a condensed image of the object being studied using system and subject keys.

2. Stage of experiential activity:

— search for figurative, emotional and aesthetic associations with the topic being studied;

- design of the found image idea using musical, visual, plastic or other means.

3. Stage of assessment activity:

— in order to comprehensively evaluate the knowledge being studied, reference objects are determined to which qualitative and quantitative assessments are tied;

— the type of assessment is selected depending on the aspect of studying the object,

— the results of the stage of assessing the knowledge being studied are the development of the third basic ability of students and the development of assessment activities, strengthening the fixation of the studied knowledge and preparation for the study of such topics as ecology, human self-determination, etc.

Taking into account this approach to the formation of time concepts in preschoolers, I highlight the following stages of this process:

1. Acquaintance of the child with the term and concept (morning, afternoon, evening, night, day, week, month, year);

2. Formation of an idea of the object under study based on its characteristics;

3. Deriving the “formula” of the object being studied;

4. Consolidation of acquired knowledge in various types of activities using a variety of learning tools;

5. Determining the importance of the acquired knowledge;

6. Summing up, familiarization with the time sequence, transition to a new concept.

The sequence of stages may vary depending on the subject of the lesson.

The development of ideas about time in children is carried out in two ways: in the classroom and through everyday life. Both paths can be combined with each other. Pedagogical work in everyday life plays a significant role in the development of time concepts by children. It is useful to rely on your daily routine. A clear routine in the alternation of activities during the day serves as a reliable support for the child in distinguishing between parts of the day. In addition to the child’s own activities, examples from the lives of other people are used as reference points, as well as natural phenomena, observations of which contribute to the recognition of parts of the day and seasons. In this case, family circumstances and local conditions must be taken into account: parents work at night (not all people sleep at night), the geographical location of the place (white nights in the north), etc.

The range of children's knowledge and skills in this area in each age group becomes more complex and refined. New knowledge and their practical application in a variety of activities are based on them. In class and outside, during games, observations, conversations, reading, we used verbal, practical, visual methods and techniques, widely used various models, didactic games, which, by the nature of their expressiveness and generality, made it possible to successfully solve the assigned problems. This technique ensured the necessary logical sequence and phasing of the work.

The knowledge gained in the classroom is supplemented and consolidated not only in mathematics classes, but throughout the day. For example: during meals throughout the day, the sequence of parts of the day is fixed (in the morning we have breakfast, in the evening we have dinner); on a walk - signs of the seasons, etc.; during hardening and breathing exercises; in other classes - drawing, familiarization with the environment, speech development, etc.

It should also be noted that when planning work on the formation of temporary representations, the individual characteristics of children are also taken into account, such as: health (CHB), their level identified during diagnosis. Additional classes and games are conducted with those at a low level.

Considering that for children who are often and long-term ill, to improve the quality of education for children, I use health-saving technologies in my work, using various types of gymnastics (finger, articulation, psycho-gymnastics, eye gymnastics, elements of breathing exercises, music therapy, self-massage).

To effectively solve the problems set not only in the formation of temporary concepts, but also in the development and upbringing of children in general, I pay great attention to transforming the child’s development environment.

The group has created a time corner, which includes:

— models (parts of the day, days of the week, seasons, etc.) and children's calendars;

— devices for telling time by children (hourglasses, mechanical watches, stopwatches);

- printed board games (“Happy Hours”; “Seasons”; “Daily Routine”, etc.) and didactic games (“When does this happen?”, “Name the neighbors”, “Yesterday, today, tomorrow”, “ Dunno’s Week”, “Seasons”, “Find the mistake”, “Don’t be mistaken!”, “Day and night”, “Parts of the day”, “Get the week in order!”, “When it happens”, “Alarm clock”, etc. .);

— reproductions of paintings by artists (I. Shishkin “Morning in a Pine Forest”, S. Chuikov “Morning”, I. Ostroukhov “Golden Autumn”, as well as works by I. Levitan, N. Roerich, etc.);

— fiction (works by S. Marshak, A. Barto, E. Trutneva, Y. Akim, S. Baruzdin, V. Biryukov, E.Ya. Ilyin, etc.);

— albums with the seasons and literary words (poems, riddles, proverbs and sayings);

- posters (seasons, clocks - determine the time, etc.).

The corner is located in a place accessible to children and is used not only during classes, but also in their free time.

In the process of forming temporary concepts in children, one of the main roles belongs to parents. Consultations were organized for them both at meetings (“Content and scope of time orientation in preschool children”, “Formation of time concepts in everyday life”, etc.) and individually; folders with recommendations were produced (“Peculiarities of time perception by preschool children”, “How to unload children’s time”, etc.). In addition, parents and children were involved in making models: parts of the day, seasons, weeks, etc.

Children's acquaintance with units of time should be carried out in strict sequence, where knowledge of some time intervals, the ability to determine and measure them, serve as the basis for familiarization with the following ones and reveals to children the essential temporal characteristics of time.

In the course of organizing the process of forming time representations, we encountered difficulties that both with the specific features of time and with the individual characteristics of children:

1. Time is fluid and cannot be perceived immediately;

2. Time is irreversible; you cannot return the moment that has passed. The past, present and future cannot change places;

3. Time is inaccessible to direct contemplation: it is “not visible”, “not heard”; it has no visual forms;

4. No actions should be taken over time. Any action takes place in time, but not with time. Time can only be lived.

5. Verbal indications of time are conventional, relative, unstable and of a transitional nature (morning becomes afternoon, and day, in turn, becomes evening).

In order to effectively develop the perception of time intervals and the ability to navigate in time, various methods should be used:

visual (showing: illustrations, presentations, cartoons, watch models, etc.);

verbal (reading fairy tales, guessing riddles);

practical (games, exercises, experiments).

In the course of work, preference should be given to practical methods, in particular the modeling method. Temporal models, reflecting the dynamic change of time cycles, help preschoolers not only consolidate time standards, but also illustrate the properties of time (one-dimensionality, irreversibility, fluidity, changeability). In addition, models represent the best option for materializing temporary phenomena, which allow you to freely manipulate models and understand the principles, properties, and patterns of temporary phenomena.

Literature:

E.V. Kolesnikova “Program “Mathematical Steps”” Sfera shopping center, M. 2008
L.G. Peterson, N.P. Kholina “Mathematics for preschoolers” M., 1993
L.G.Peterson, E.E.Kochemasova “Toy - a step to school”, Yuventa, M., 2011
T.I. Tarabarina, N.V. Elkina “Both study and play: mathematics”, Yaroslavl, 1997.
T.D. Richterman “Formation of ideas about time in preschool children”

Article “How to introduce time concepts to children”

Author: Belkina Natalya Mikhailovna

Educator: Belkina N.M.

“How to introduce time concepts to children”

The concept of time is the most difficult for children. This is due to its specific features: fluidity, continuity, and most importantly the absence of visual forms. A child’s acquaintance with units of time should be carried out in strict sequence, starting from a young age.

The first time concepts that parents can introduce their child to are day, night, morning, evening, winter, spring, summer, autumn.

Children's familiarization with the parts of the day begins with the second youngest group. At this age, it is necessary to teach children to distinguish and designate in words all four parts of the day.

We begin our introduction to the parts of the day with a conversation about the children’s personal, specific experience (we provide a brief recording).

Educator: Children, you wake up at home when your mother says: “It’s time to get up, it’s already morning!” What do you do in the morning?

Child: I get dressed, make the bed, then go wash. Mom combs my hair and we go into the garden.

Educator: When do you come to kindergarten?

Child: When mom brings you, in the morning. When everyone goes to work.

Educator: What do you do in the morning in kindergarten?

Children: Let's play. We do exercises. We're having breakfast.

Educator: in kindergarten you do gymnastics and have breakfast every day. Then the lesson is held. We do all this in the morning. It's morning and we're studying.

We conduct such conversations in mathematics classes, paying special attention to teaching children how to correctly name the parts of the day. In everyday activities, we also train children in using the names of parts of the day, in correlating actions with certain times of the day.

The specific determinant of time for children is, first of all, their own activity - “The acquisition of time occurs slowly and is carried out only through the practical activity of the children themselves, when the teacher specifically identifies this side of life in it.” Therefore, when teaching children, it is necessary to saturate the parts of the day with specific essential signs of children's activity, naming the corresponding time.

What types of activities should be used as indicators of different parts of the day? Among the various types of activities that are repeated daily in a child’s daily routine, there are constant ones that take place only at a certain time: coming to kindergarten, exercise, breakfast, lunch, afternoon nap, etc. There are also variable types of activities that are repeated several times. times during the day, in different parts of the day: playing, washing, dressing and undressing, walking, etc. Constant activities can primarily be used as indicators of the time of parts of the day. You can show these types of activities and associate the time of their occurrence with a specific name of the parts of the day by talking with children about this activity and time or showing this activity in pictures.

When working with children of younger groups, we also use the simplest word games, in which their vocabulary is activated through words that name parts of the day. For example, in the game “Name the missing word”, the teacher says a sentence, omitting the names of the parts of the day: “We have breakfast in the morning, and for lunch -...?”, and the children complete the missing word. At the same time, the teacher connects the names of parts of the day with the most noticeable objective and natural indicators (light, dark, sun, moon).

To consolidate children’s knowledge, we use reading excerpts from stories and poems that describe practical actions characteristic of a given part of the day, for example,

Time to sleep! The bull fell asleep

Lay down in the box on its side.

The sleepy bear lay down in bed,

Only the elephant doesn’t want to sleep...

(A. B a r t o.)

At the end of the year in the middle group, when children have already developed knowledge about the parts of the day, it is advisable to reveal the meaning of the word “day”. We have not yet disclosed the quantitative characteristics of the day - 24 hours, but the duration of this measure of time can be explained using parts of the day. The word “day” should act as a generalization, i.e. a day consists of four parts - day, evening, night, morning. It is necessary to help children realize that day, evening, night and morning are parts of the whole - the day, that the sequence of parts of the day can be counted starting from any of them.

Teachers introduce the concepts of “Year” and “Seasons” to children in the older group. For this we made a layout of the year. This is a four-sided tree. On each side of the tree, the coloring of the crown and clearing are characteristic of a certain time of year. Thanks to this layout, children remember the names of the seasons and their sequence. The layout, in the shape of a train, which has four carriages, allows you to visually show children not only the number of seasons, but also, thanks to the number of windows in each carriage, and there are three of them, introduce them to the months. We use this layout in the pre-school group. We introduce and show children different types of calendars.

Starting from a young age, during walks we draw children’s attention to changes in nature, in people’s lives and work.

We read fiction, memorize poems, proverbs, and riddles about the seasons with the children.

When the child clearly understands the concept of “year”, “seasons”, we introduce the concept of “month”, with the name of the current month.

We do a lot of work with parents. We advise you to tell us what month the baby was born and when his relatives’ birthdays are. Read him a fairy tale by S.Ya. Marshak “12 months”, view the cartoon.

Children perceive the popular names of the months with great interest.

When introducing children to the days of the week, small poems help us. Every morning, before morning exercises, we clarify with the children what day of the week it is today, what it was yesterday, what it will be tomorrow. We play the game “name the neighbors”.

Starting from the older group, we introduce children to watches. We tell and show them what kind of hours it can be. We tell the story of the origin of the clock, and observe with the children the position of the sun at different times. For classes, we use mock-ups of a clock for each child with moving hands and a dial. Children see the difference in the size of the arrows and in the speed of their movement. Let us explain that minutes are counted from the number 12. When the minute hand reaches 12, a new hour begins.

And in order to finally systematize children’s knowledge about these units of time measurement, it is advisable to read to children Ushinsky’s work “The Old Man - a Year Old”

After such a system of classes, the child will develop a clear understanding of the concept of all units of time.
Attached files: comments powered by HyperComments

Advice to EVERYONE for the future - “they said” and “answered” does not oblige anyone to anything.

Therefore, if you want to know the legality of the attitude towards you on any vital issue, then contact in writing, go to a personal meeting with the head of your problematic area (issue) and demand a written answer, from which it will be clear, for example, what “requests of kindergarten managers” were The start date of the school year has been changed, since almost everything in a preschool educational institution depends on this date - educational programs, financing, and planning of educational activities for the municipality, region and the whole country.

I doubt that the requests of the heads of preschool educational institutions can influence this.

Kindergarten No. 23

Consultation for parents

Formation of ideas about time

in preschool children

Modern living conditions require a person to be able to monitor the passage of time in the process of activity, distribute it over time, respond to different signals at a certain speed and at given time intervals, speed up or slow down the pace of their activities, and use time rationally.
In all types of human activity, one way or another, time orientation and a sense of time are required. In turn, the sense of time encourages a person to be organized, collected, helps to save time, use it more rationally, and be precise. Time is a regulator of the life and educational activities of a schoolchild starting from the first grade. Many additional difficulties have to be overcome by those children who do not have developed time concepts when they enter school. Literally from the first lessons in class, children should be able to work at the same pace and rhythm, fit within the allotted time, be able to manage their actions over time, and save time.

He must be prepared for all these requirements that the school will impose on the child in preschool age. To do this, it is first necessary to show and explain the temporal characteristics of real phenomena, their duration, the order in which they follow each other (these are days of the week, parts of the day, months, seasons, etc.). Already at preschool age, children need to learn to navigate time themselves: determine, measure time (correctly denoting it in speech), change the pace and rhythm of their actions depending on the availability of time. To do this, it is necessary to create special situations, focusing children’s attention on the duration of various vital time intervals, to show them what can be done during these periods of time, to teach them to measure and then independently evaluate time intervals in the process of activity, to calculate their actions and carry them out. at a predetermined time.

Understanding time or recognizing time is a skill that a child must learn gradually. Here and there, at home and on the street, the baby will hear words and reasoning on the topic “time” from mom, dad and other people. For example, about minutes and hours, about today and yesterday, about early and late, about summer and winter. If now you ask yourself about when and how you learned to understand watches and determine the time of day, then most likely you will not give a definite answer to this question. What is clear is that without this skill our life is impossible.

How to teach a child to understand time? Time is abstract. It cannot be seen, touched or smelled. For a preschool child, mastering the ability to navigate in time is very difficult. This is caused by the peculiarities of the development of mental operations, which consist in the predominance of visual types of thinking over logical ones. When should you start teaching your child to tell time? The optimal age for the learning process is the period from senior preschool to junior school age. However, it is necessary to create preparatory conditions for the child to master this vital skill. How to teach a child to tell time? You should not start learning to determine the time of day immediately with a detailed study of the dial. This will not bring anything positive.

Learning to understand time using the example of everyday life

We all know well that the full development of a baby depends on a rationally selected daily routine - a changing sequence of rest and active activity. In the period from two to four years, when the child is actively accumulating vocabulary, it is advisable to have daily conversations about the events of the day - in the context of when what happens. The child needs to learn that all events in our lives occur in a certain order, which can be characterized by words and concepts that everyone knows. It is imperative to give as many specific examples as possible so that the child himself can train his speech, gradually understanding what the past, present and future are. For example, like this: “Your favorite cartoon will start in 10 minutes,” “We are reading a book now,” “Yesterday we rode the carousel.”

It is much more effective to make associations between the daily routine and the time of day (morning, afternoon, evening, night). Gradually, the child begins to understand that in the morning he washes his face and goes to classes, at lunchtime he sleeps, in the evening his parents come home, etc. In order to make it easier for a child to learn the parts of the day, they need to be presented visually. For example, depict the child’s daily routine in pictures. To do this, you need to cut out a dial from paper (cardboard) and many different pictures depicting children waking up and washing themselves, having breakfast and lunch, going for a walk, reading books and drawing, going to bed, etc. You need to place these together with the child pictures on the dial in place of the numbers in the correct order. And ask them to imagine what kind of confusion will happen if everything starts to happen out of order.

There is no need to be lazy telling your child “good morning” and “good night” so that the child quickly develops the concept of the time of day. In order for a child to quickly assimilate the time of day, you should comment on your and his actions with words like “first”, “now”, “later”, “we will”, “was”, etc. Thus, children’s ideas about the time of action are formed. They remember what happened before and anticipate what will happen later.

Learning to determine the time of year and month

The next stage in a child’s understanding of time is familiarization with the seasons and months. First of all, training should begin when the child already understands what heat and cold are and understands natural changes. There are several ways to successfully study. Together with your child, you can make a map of the seasons, on which you can display all the months with pictures. Joint leisure will serve not only as a teaching method, but also as good entertainment. On such a unique map, it is necessary to reflect the features of each month so that the child sees and can subsequently associate, for example, September with school, and December with the New Year.

In bookstores you will find a wide range of visual educational children's literature. Bright colorful illustrations will help your child better remember each month of the year. The tasks are completed in a playful way, which helps the child to better assimilate and consolidate information.

Home theatrical performances will serve well in understanding and remembering the world around us. Dramatize, for example, the fairy tale “The Twelve Months.” In addition, various riddles, rhymes and songs about the months of the year will not only entertain the baby, but also train his memory.

Poetry on relevant topics and a “picture gallery” drawn by the child himself will help with the difficult memorization of all the months of the year. You can invite your child to draw each month, and then together establish the correctness of the drawings.

To do this you need:

Together with your child, prepare special cards from landscape sheets or white cardboard. There should be twelve of them in total.

Draw pictures that characterize each month of the year. Give your child freedom to express their artistic talents. You can also simply cut out characteristic pictures from magazines and paste them onto cards.

Learning to distinguish time by dial

If the child has successfully mastered the seasons and parts of the day, it is time to move on to the actual concept and definition of time. It is more rational to start this “learning” with the child when he knows the numbers. And when the score is not a problem for him. That is, by the age of five - five and a half. For your lessons, you should not use a real clock, but a toy or homemade one, with three hands (a cardboard model of a clock) and Arabic numbers (1,2,3 and so on, up to 12), which you can make together with your child. The dial hands on this watch need to turn easily. First you need to deal with the arrows.

Stage one - getting to know the second hand:

Using the example of an alarm clock with a second hand, it is easiest to explain to a child what a second means. It must be said that this is the moment when, for example, you clap your hands. Let the child clap each time the arrow moves. When the arrow describes a whole circle, it means a minute has passed. Be sure to make it clear that a minute consists of 60 seconds. Draw your child's attention to the differences between the hands: the hour hand is short and wide, and the minute hand is long and narrow.

Stage two - getting to know the hour:

We start by defining the clock. On the cardboard mock-up dial you need to put the large hand at 12, and the small one to count the hours in order - 1, 2, 3, 4 hours and beyond, be sure to focus the baby’s attention on the fact that the correct movement of the hand is in a circle from right to left. It is imperative to give the idea that the large hand moves much slower than the second hand. And when she completely describes the circle, one hour has passed. At first, you should not enter minutes; let the baby learn to understand the clock. After the explanation, you should perform reinforcement exercises: ask the child to show a specific time, determine the time presented on the dial, etc. Usually, children quickly learn such information and can, on instructions from their parents, set the clock on a toy dial. If your child has mastered this information, move on to studying minutes.

Stage three - getting to know the minute:

Now on the dial you can draw lines to indicate minutes, with 12 longer and bold ones under each hour, 4 shorter regular ones in their intervals.

When placing arrows on the layout, you need to give an idea of how a time period of 5 minutes and 1 minute is determined by the clock. Explain the following to your child: if the hour hand points exactly, for example, to three o'clock, then the minute hand is located on o, and if the minute hand is located on o, then it is half an hour. Consolidate your baby's new knowledge through exercises. After that, move on to a new explanation. Give your child the general information that there are 60 minutes in one hour. The clock shows 5, 10, 15, 20, etc. minutes. As you move the hands, be sure to call out the correct time shown on the dial. Then consolidate your new knowledge in practice by doing a series of exercises with your child. At first, you need to draw on the dial and say, for example, like this: “It’s now 1 hour 15 minutes,” and not “It’s a quarter to two,” or like this: “It’s now 6 hours 45 minutes,” and not “It’s now a quarter to seven.” The concept of a quarter is a little more complicated for a child, so there is no need to rush into it. Introduction of the concepts “quarter”, “twelve minutes past eight”, “one and a half hours”, etc. is quite difficult for him. You should wait a bit. Having gone to school and becoming a little older and more experienced, the child will quickly learn temporary definitions and concepts that are still unknown to him. The child will really enjoy fiddling with the layout, showing different times and saying them out loud for an adult. After some time, you can complicate the task and ask the child to name how many minutes will pass if the minute hand, for example, passes from the number 5 to the number 9.

Of course, many fathers and mothers will begin to protest. Why does a child need to know a clock with a dial if almost everywhere they already use electronic clocks with only four numbers? In defense of traditional watches, it can be said that the dial helps you see the past and future almost at the same time, whereas on a digital watch you can only see the present.

In conclusion, I would like to draw your attention to one significant detail. An important distinguishing feature of the information that preschool children receive is that they perceive knowledge during communication, that is, through relationships. Therefore, children best perceive what brings positive emotions - what is pleasant, interesting, exciting, funny, new. Try to turn the activity of developing the concept of time into a game , do not forget to praise and encourage the child. The result will not be long in coming! Good luck!

Formation of concepts in children 4-5 years old - week, days of the week

Experience in “Formation of concepts in middle preschool children - week, days of the week”
My material will be of interest to teachers of middle preschool groups, students and interested parents Goal : To form in children temporary concepts of “week”, “days of the week”; why the week and its days received such names; fix the sequence of days of the week and the serial number of the day; learn to correlate the day of the week and the symbol - color, number. A child’s readiness for school , in addition to intellectual readiness, includes important components: good physical health, the ability to communicate with children and adults, high cognitive activity, the ability to perceive the world around him and adapt to new social conditions, independence, and the ability to plan one’s activities. , spatiotemporal orientation. It is vital for preschoolers to learn how to navigate time themselves: to determine, measure time, correctly denoting it in speech, to feel its duration in order to regulate and plan activities, changing their actions depending on the availability of time. We introduce children to the world around them, in which all events and changes in phenomena occur in time. The temporal characteristics of the unfolding of real phenomena, their duration, the order in which they follow each other, the speed of occurrence, the frequency of repetitions and rhythm must be shown and explained to preschool children. Time is perceived by the child directly, through the concretization of temporary units and relationships in constantly recurring phenomena of life and activity. Children's ideas about such periods of time and their discrimination skills, which are formed on the basis of personal experience, are more accurate. Therefore, children need to be introduced to such time intervals that can be used to measure and determine the duration, sequence, and rhythm of their actions and various types of activities. From the age of 4 you can start learning about the days of the week. It will not be easy for a child to remember the days of the week, but teachers must approach this issue creatively. At the very beginning of my work, I tested children in order to find out what children knew about the days of the week and asked the following questions: “What days of the week do you know? What day of the week is it today? The children's answers showed that the names of the days of the week are learned by children with difficulty and unevenly. Children know days of the week such as Sunday, Saturday, Friday, Monday better than Tuesday, Wednesday and Thursday. Consequently, the names of the days of the week are acquired by the child in connection with his life experience, the nature of his activities, and the emotional experiences that have arisen. Many children knew the days of the week - Monday and Friday. Other days of the week were often confused, replacing the name of one day of the week with another, or calling the month instead of the day of the week, or saying “today”, “tomorrow”, or even simply (cloudy day, sunny day). I also found out whether the children knew the sequential connection of the days of the week by asking questions: “What day of the week is today? What day of the week was yesterday? What day of the week will be tomorrow?" - it turned out that the children knew the previous, past day better than the present one. To identify an understanding of the sequence of alternating days of the week and the relationship between them in direct and reverse order, children were asked questions like: “What day is before Monday and after Monday?” Some of the children named which day would be before and after the one named, they restored in their memory a chain of words-names of the days of the week and accurately identified the previous and subsequent days. The remaining children experienced various difficulties in establishing relationships in direct and reverse order of the days of the week. Often children named the entire chain of names in a low voice and, having reached the indicated day, called the next day loudly. At the same time, it was much more difficult for them to name the previous day. The test results showed that asking the question about the day of the week itself causes difficulty for children. Having some specific ideas, the children found it difficult to correlate them with the desired concept. Children's knowledge about time periods is inaccurate and not systematized. I concluded that I, as a teacher, need to structure my work in such a way as to help students consolidate their knowledge on this topic. I organize my work as follows. First, I form ideas about weekends, then about the first and last days of the week, then about Tuesday, Wednesday and Thursday. Only after this we build a model of the week with the guys. In the process of forming ideas about the days of the week, I draw on the personal experience of children’s lives and activities, paying attention to what days there are musical, theatrical activities, physical education, etc. I use various visual materials: - A seven-flowered flower whose petals “come off” with each subsequent day of the week; - a circle divided into 7 multi-colored parts with an arrow in the middle; (children’s ideas about the days of the week can be associated with ordinal numbers, and each day of the week can be designated by a number, attached to parts of the circle every day from Monday to Friday. On Friday you can add Saturday (“What day of the week will it be tomorrow?”), and (“What day week will be the day after tomorrow?) (“What day of the week was yesterday?”) Every morning we remember with the children: “Today is the first day of the week - Monday. Let’s attach the number 1.” “What day of the week is it today? What is Monday?”; children can ask questions: “Why is this day called Tuesday?”, “What day comes after Tuesday?” “Which day is Wednesday in order?” “What is the name of the fourth day of the week?”, “How many days are there in the week?”, etc. d. To repeat and consolidate ideas about the days of the week, I use a variety of didactic games, such as: “Catching the days of the week”, “Catch, throw, name the days of the week” (with a ball), “What should be why?”, “What should be why? ”, “Listen and remember”, “Weekend-weekdays”, “Be attentive!”; Literary works: learning children's poems on the theme of E. Stekvashov “Week”, A Usachev “Seven days of the week”, Yu Moritz “Where did Monday go, physical minutes. Increased the level of pedagogical culture of parents; pedagogical education of parents; strengthened cooperation with the family, consultations for parents were collected. “Why you need to learn the days of the week”, “We teach the days of the week easily and with pleasure”, “We teach the days of the week.” I introduced parents to didactic and role-playing games, outdoor games that contribute to the development of children’s time concepts - the week, the days of the week. Work experience shows that children have knowledge about the “week”, “days of the week”; children learned why the week and its days received such names; The sequence of days of the week and the serial number of the day were fixed, children learned to correlate the day of the week and the symbol - color, number. I am sure that in the future, it will be much easier for my kids to acquire knowledge about time concepts - month, seasons, etc. The visual material I use when working on this topic. - A seven-flowered flower whose petals “come off” with each subsequent day of the week. Each color corresponds to a specific day: Red - Monday, orange - Tuesday, yellow - Wednesday, green - Thursday, blue - Friday, blue - Saturday, purple - Sunday.

— A circle divided into 7 multi-colored parts with an arrow in the middle; (children’s ideas about the days of the week can be associated with ordinal numbers, and each day of the week can be designated by a number.

-Pictures with an “image” of each day of the week and poems for them.

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