Formation of ideas about time in children in the older group

Formation of ideas about time in children in the older group

Formation of ideas about time in children in the older group

1. Peculiarities of perception of temporal concepts by children of the older group.
2. Contents of the preschool education curriculum of the educational field “Elementary mathematical concepts”, component “Time” in the senior group. (working with the program)
3. Methods for developing children's ideas about the concepts of “year”, “season”, “month”, “week”, “day”, quantitative characteristics and the relationships between them.
4. Using models in the process of familiarizing with time periods.
5. Introducing children to the calendar.

1. Peculiarities of perception of temporal concepts by children of the older group.

Perception of time

– reflection in a person’s consciousness of the duration, sequence, speed and frequency of processes, phenomena, actions.

At older preschool age, children actively reflect time categories in speech, however, they are less able to assimilate time terms expressing the duration and sequence of events. They perceive time from the activities of other people, from objective natural phenomena.

Reasons for difficulty perceiving time:

1. irreversibility of time: it is impossible to return the past;

2. fluidity of time;

3. lack of visual forms of time.

1. Methods for developing children's ideas about the concepts of “year”, “season”, “month”, “week”, “day”, quantitative characteristics and the relationships between them.

In the older group

work begins with clarifying the ideas and skills that were formed in the previous group (about the parts of the day and their changes, about the concepts of today, tomorrow, yesterday, about the seasons).

In older preschool age, children develop the ability to determine quantitative relationships between time periods

: days of the week and week (1 week - 7 days), weeks and month (4-5 weeks - 1 month), months and seasons (3 months - 1 season), seasons, months and years (12 months - year )

Methodology for forming ideas about the day

Ideas about the concept of “day” are being improved. In the older group, children develop the ability to determine the periods of the day, observing not only the work of people, but also the position of the sun. Through observations and comparisons, the concepts of “vault of heaven,” “sunset,” and “horizon” are explained to children, and they are given the opportunity to make sure that the position of the sun in the sky in the morning and evening is different, that the sun moves across the sky throughout the day. During the day, compared to morning and evening, the sun rises above the horizon, and shadows from objects become short. The period of the day when the sun is high in the sky and children are playing in the garden is called “noon”, this is the middle of the day. Based on direct observations and examination of corresponding reproductions of paintings, children of this age group are introduced to the phenomena: “sunset”, “sunrise”, “twilight”, “dawn” and explain why they say about these periods of the day: “dusk”, “dawn” "

To form ideas about the change of day, conversations are used and questions are asked:

- What did you do yesterday (today, tomorrow)? (in response - characteristic actions).

- When did you go to the park (do the actions mentioned)? (in response - yesterday, or today, or tomorrow).

After the children have well mastered the sequence of days of the week, a conversation is held every day: what day of the week is today, what was it yesterday, what will it be tomorrow.

As in the middle group, the “3-day” method is used.

Exercises are carried out on the rotation of 3 days: children are given 3 sets of cards for the parts of the day and are asked to arrange these cards to make three days. It is explained: as soon as the night of the 1st day ends, the morning of the second day begins, those days that have passed are called “yesterday”, and those days that are coming are called “today”. After the night of today, a day comes, which is called “tomorrow”.

Exercises with three pictures, one of which depicts an event. The card with the event is placed in a certain place (“today” - in the middle, “tomorrow” - on the right, “yesterday” - on the left) and it is found out “When does this happen?” or the task is given “Place the card so that the event occurs “tomorrow”.

You can consolidate ideas about the present, past, and future tenses in the process of reading literary works (“The Tale of Yesterday” by E.Ya. Ilyin, “A Good Day” by S.Ya. Marshak), conducting didactic games “It was and will be,” “When was that?”, “Complete the sentence”, “Yesterday – today”, etc.

Formation of ideas about the days of the week and their sequence in children in the older group

Children, when they have mastered counting within seven, are introduced to the fact that days have their own names, that seven days, or days, make up a week, and the sequence of every seven days is the same: Monday, Tuesday, Wednesday, etc.

Forming ideas about the sequence of days of the week, they draw children’s attention to the alternation of work and rest: five days are working days, and two are days off, clarify the name of each day of the week, their sequence, linking them with the children’s activities, ordinal counting. For example, Monday is the first day of the week, the first day after rest, on Monday you and I go to the pool; Tuesday is the second day of the week, on Tuesday we have a math lesson, etc.

When getting to know the days of the week, various calendars and models are used.

When getting acquainted with the week, you can use numbers, number cards, colored circles, geometric shapes, with the help of which children perform exercises on composing one or two weeks, starting from any day.

To consolidate knowledge about the sequence of days of the week, didactic games “Week”, “Whose week will come together faster”, “Living Days”, “Who knows, let him name”, “Name the neighbors”, etc. are used.

In the older group, children determine the current day every day, name the past and the future. Mastering the idea of ​​changing the days of the week, and then the change of one week to another, brings children to the idea of ​​the periodicity of time. Children begin to understand that there was a Monday in the week, it has passed, and in seven days it will be Monday again.

Formation of ideas about the months of the year and their sequence in children in the older group

Throughout preschool age, work is underway to familiarize children with the seasons

. At the initial stages, the formation of ideas about winter, summer, spring, and autumn is based on the most striking, characteristic manifestations of the seasons. From individual signs, a general picture of the season gradually emerges: weather, air temperature, day length, condition of animals, plants, characteristic types of human activities in nature, seasonal changes in clothing, holidays and entertainment, etc.

When working with older children, works of artists and reproductions of paintings are used: “Golden Autumn” by I. Ostroukhov, “Autumn in the Park” by N. Dubrovsky, “Winter Day”, “Summer”, “May”, T Yablonskaya, “Vyasnovy Kraivid” A. Astapovich, The mornings are clear” In Kudravich “The Black Drop” - V. Byalynitskaga-Biruli, “The Black Day” by V. Tsvirki, “Leaves” I. Shchamyalev, works by I. Levitan, N. Roerich and others.

In the process of becoming familiar with the seasons, children are given the idea that each season does not pass at once, but lasts for a certain, approximately equal time, and includes three months. Reading poems and fairy tales helps children remember the sequence of months; conversations based on what they read help them establish the relationship between time standards: year, month, season, week, day.

The children themselves begin to say that “the year turns”: summer was, it passed, and summer comes again.

Reading works of fiction. Fairy tale “12 months”, poems, cartoons that talk about the sequence of time units.

An illustrated calendar of the year should always hang in the group. Children are taught to remember the sequence of months in each season. Children remember the names of the months in Russian more difficult, but the Belarusian names of the months are easier, because they are associated with specific natural phenomena and human activities.

Games:

- "Continue". The presenter names the time unit, and the children name the next or previous one. Options: with a ball, without a leader (the ball is passed in a circle), children stand in a line - who can reach the leader faster.

- “Name the neighbors” (with a ball, with cards, with a circular model) - the leader names the time unit, and the children name the previous and subsequent time units.

In order for children to unobtrusively remember the sequence of time units, constant visualization should be used in the group.

Methodology for introducing the general concepts of “day”, “week”, “year”
(using the example of a day)
To introduce the generalizing word “day”, a didactic game “Name it in one word” is played. First, it is proposed to generalize other concepts familiar to children (furniture, dishes). Then a card is given that shows the characteristic features of the four parts of the day (morning, afternoon, evening, night).

Questions: What time of day is shown in the 1st (2nd, 3rd, 4th) picture? How can you name all 4 pictures in one word?

Conclusion: when morning, afternoon, evening, night pass, we say that a whole day has passed.

In the future, it is necessary to show the children that a day consists of 4 parts, following each other in a certain sequence. At first they say that the day begins in the morning (the week begins on Monday, the year begins in spring). And then they explain that a day (week, year) can begin with any part of it (For example, if a week starts on Monday, it ends on Sunday, and if it starts on Thursday, it ends on Wednesday). For example, we will finish reading a fairy tale in a day. (Do I have to wait until morning to count down the day?).

Games:

- "Continue". The presenter names the time unit, and the one to whom the ball was thrown must name all the other parts in order to form a whole (day, week, year).

— “Build for a day,” “Week,” “Build for a year.”

Options:

1) arrange the pictures so that you get a day (week, year),

2) it is necessary to build in the order of time units (children play the role of parts of the day (days of the week, seasons)). Children must make a verbal countdown: “I am Wednesday, I stand behind Tuesday, before Thursday.”

1. Using models in the process of becoming familiar with time periods

The purpose of using time interval models

- introduce children to the continuity and fluidity of time.

The model and calendar are a unique way of “materializing time”, reflecting it in a visual, conditionally schematic form. They help children more easily master the sequence of parts of the day, week, year, and better understand the relationship between time categories. Acting with the model, the child solves cognitive problems and reflects his ideas about time in speech.

Types of Time Frame Models

1. Planar models

Planar model of the week

Option 1 - leaves of different colors with numbers from 1 to 7; they can also depict the activities inherent in this day of the week. Children are shown the connection between the names of the days of the week and ordinal numbers (1st Monday, 2nd Tuesday, etc.).

Option 2 R. Chudnova suggests using a large circle (35 cm in diameter) as a demonstration material, on which multi-colored circles (8 cm in diameter) are arranged in order, and on them are small white circles numbered from 1 to 7, corresponding to the ordinal numbers of the days of the week. Multi-colored circles are placed as follows: black, gray, blue, green, yellow, pink, red. In the middle of the large circle there is a moving arrow, with which you can show today, determine what day of the week it was yesterday, what day it will be tomorrow, and how many days are left until the weekend.

Planar (circular) model of the year

.

The symbol of the year can be a circle divided into 4 equal parts and painted in certain colors: the white part means winter (everything is covered with white snow in winter), the red part means summer (the red sun shines brightly in summer), the green part of the circle means spring (green grass appears in spring). , green leaves bloom on the trees), autumn – yellow (in autumn the leaves turn yellow).

Each of the 4 parts of the circle is divided into 3 parts (according to the number of months in the season). An arrow is placed in the center. This manual can be used in different ways: the teacher shows the season with an arrow, and the children name it, establish “neighbors”, change the months included in this season, etc.

1. Volumetric models

Models of the day

To make it, you need to take 4-5 flat circular models of the day of the same diameter from cardboard or thick paper. The circles are divided into four equal sectors, painted in different colors (yellow - “morning”, red - “day”, blue - “evening”, black - “night”). Three of them are cut along the radius separating “morning” from “night”. For ease of manufacture, a circle of small diameter is cut out in the center.

We number the marked radii and edges of the cuts: 1,2,3,4,5,6,7,8, and then connect edge 2 with radius 1, edge 3 with edge 4, edge 5 with edge 6, edge 7 with radius 8. For connection, you can use colorless adhesive tape. A similar principle of constructive activity from paper of the “garland” type (described by 3. Lishtvan). You can connect the circles together with your children, then they will understand more clearly the process of changing one day to another and the time intervals “yesterday”, “today”, “tomorrow”.

To make the model convenient to use, you can fasten the upper and lower bases with a metal rod or, by making the lower base more massive, hang the model like a flashlight.

The proposed model creates a visual image of the “transition” of the night of yesterday into the morning of today, and the night of the current day into the morning of tomorrow.

The model can be included in the didactic game “Time Travel”:

Goal: to consolidate in children the concept of “day”, “part of the day”, “yesterday”, “today”, “tomorrow”, ideas about the alternation of the day and parts of the day.

Didactic material: three-dimensional model of the day, a small “Dunno” doll.

Recommendations for implementation: it is advisable to conduct the game with a group of children of senior preschool age after familiarizing themselves with the three-dimensional model of the day and its production.

In a similar way, you can make three-dimensional models of the week and year, taking flat circular models of the week and year as a basis.

Models of the week

When making three-dimensional
models of the week,
each circle is divided into seven equal parts, painted in different colors of the spectrum, pasting a certain number of small white circles in the sector (from 1 to 7), taking into account children’s knowledge of the connection between the names of the days of the week and ordinal counting: Monday is the first day of the week, Tuesday is the second, etc. The cut is made along the radius separating “Sunday” from “Monday”. The rest of the production is similar to the described model of the day. Using this model, you can illustrate the fluidity and alternation of time intervals, show that after one week another begins, followed by the next, etc. The flat circular model does not provide such an opportunity; the child gets the impression that Monday coming after Sunday is the same as it was at the beginning of last week.

Models of the year

Performing a volumetric (spiral) model of the year

, the circles are divided into 12 equal parts, and when painting the seasons of the year, they take the main colors and their shades, for example: autumn - shades of yellow (September - light yellow, October - yellow, November - orange), winter - shades of blue, spring - green, summer - red. A cut on the circle is made along the radius separating “December” from “January”. This model of the year allows us not only to form ideas about the months of the year and the year, but also about the succession of one year to another. When conducting the didactic game “Time Travel,” you can similarly show that the game character becomes a year older.

Montessori time model.

It is a circle (cardboard or wire) with ribbons along the border (365 ribbons), after 7 days the ribbons are woven into a braid; after 1 month - in a bun; every other season - in a bundle of the same color for one season.

Such models have their advantages in use: they reflect the dynamic change of time cycles; multifunctional in work, since with their help it is possible to consolidate not only the concepts of time standards, but also to illustrate the properties of time (fluidity, turnover); They are quite simple to manufacture and are more understandable to preschool children, because the components used are flat models in the form of circles familiar to children.

1. Introducing children to the calendar.

In order for this complex system of interconnected units of time to be understood by children, it is presented in the form of a calendar, reflecting in material form the relationships between units of time. A calendar (tear-off, wall, flip, etc.) helps children imagine relatively long periods of time.

At one time, F.N. Blecher wrote that the tear-off calendar provides a visual representation of the fact that “the days are passing” and events are approaching; A month has passed and a new one has arrived.

Tear-off calendar materials:

Calendar sheets measuring 9X6 cm must be secured so that they can be easily removed from the rods. On the front side of each sheet contains a number (number), the name of the day of the week and month. But since not all children in the older group can read, there should be a strip of the corresponding color on the bottom sheet, by which children can identify (“read”) each day of the week on the calendar. The reverse side of the sheet remains blank.

For removable calendar sheets, a box is made with 18 compartments according to the size of the sheets (three rows of six cells). In the cells of the lower compartment, sheets of paper are placed sequentially - days of the week, seven sheets of paper in each cell. Seven sheets of paper—seven days in each cell—should give children an image of the past week. At the end of the month, the number of weeks and days is calculated. The leaves collected during the month are placed in a stack in the first cell on the left of the top row. So, six cells of the top row of the box will gradually be filled, and then six cells of the second row. Thus, the stacks in the top two rows of the box show the order of months, and the bottom row shows the order of days and weeks. At the end of the year, the number of months in the year is counted, determining the order in which they appear.

Such a manual serves as a model of the calendar year, since with its help the interrelation of all measures of calendar time is clearly reflected. Children themselves take off the sheets of the calendar and add a week from a day, a month from weeks, then determine the place of this month among others. The months gradually and sequentially form a year. By the contents of the box and by the calendar sheets laid out in it, you can determine how many days have passed since the beginning of the month, how many months have passed since the beginning of the year, and by the empty cells - how much is left until its end. By performing all these actions, children gradually comprehend and realize the complex quantitative relationships between individual measures of time.

It is necessary to conduct four organized classes for children of older groups (6th year of life, 7th year of life), which provide the necessary knowledge about time standards associated with calendar time. The assimilation and further consolidation of acquired knowledge should occur in everyday life and active independent activity with the calendar model.

1 lesson in January. Conversation about the beginning of the year, months, days of the week, showing ways to use the calendar

Lesson 2 - a week after the first, a second lesson was held, during which ideas about the days of the week were clarified and the ability to associate the names of days in the week with ordinal place was formed. In this lesson, children seem to see the whole week, presented in the form of seven calendar sheets laid out sequentially on the board.

Lesson 3 - in early February, ideas about the week, the names of the days of the week, and their sequence were clarified.

Every day children work with the calendar, name the month, date, day.

At the end of each month, the children have a short conversation about which month ended, how many weeks and days it had, all this is compared with the previous month. The number of months that have passed since the beginning of the year is determined and the name and serial number of the new month are specified.

In the older group (6-7 years old), children continue to work with the same calendar; on the first days of the new year, the last general lesson on the calendar was held. In this lesson, ideas about the calendar year are clarified (how many months there are in a year, which ones). A visual material for the lesson is a box with calendar sheets for the past year arranged in it by month. The questions were the same as in the first lesson. “What holiday did we all celebrate the other day? What year did it end? What year is it? When did the new year start? (What month? What date?) How many months were there last year? What is the first month of the year? Etc.

LITERATURE

1. Budko, T.S. Theory and methodology for the formation of elementary mathematical concepts in preschoolers: lecture notes / Pod. ed. Budko T.S.; Brest State University named after. A.S. Pushkin. – Brest: BrGU Publishing House, 2006.
2. Leushina, A.M. Formation of elementary mathematical concepts in preschool children. age. – M., Education 1974
3. Richterman, T.D. Formation of ideas about time in preschool children. – M., Education 1982
4. Formation of elementary mathematical concepts in preschoolers / ed. A.A.Stolyar. – M., Education 1988
5. Shcherbakova, E.I. Methods of teaching mathematics in kindergarten: a textbook for preschool students. department and faculty avg. ped. textbook establishments. - M., Ed. , 1998

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TIME ORIENTATION FOR PRESCHOOL CHILDREN

TIME ORIENTATION FOR PRESCHOOL CHILDREN

Content

1. Psychological foundations of time perception by preschool children

2. Contents of work on the development of time concepts in children in preschool educational institutions

3. Methodology of work on the formation of temporary representations in children in classes on mathematical development

Bibliography

1. Psychological foundations of time perception by preschool children

A person faces the problem of time every day, tearing off a piece of the calendar, every minute, looking at his watch. A child also lives in time, so the education and training program in kindergarten provides for the development of time orientation in children. The introduction of this section is due to a number of reasons. 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.

Already at preschool age, it is vitally important for children to learn how to navigate time themselves: to determine, measure time (correctly denoting it in speech), feel its duration (in order to regulate and plan activities in time), change the pace and rhythm of their actions depending on the availability of time. The ability to regulate and plan activities over time creates the basis for the development of such personality qualities as organization, composure, focus, precision, which are necessary for a child when studying at school and in everyday life.

At the same time, the specific features of time as an objective reality make it difficult for children to perceive it. Time is always in motion, the flow of time always occurs in one direction - from the past to the future, it is irreversible, it cannot be delayed, returned and “showed”. Therefore, even older preschoolers sometimes doubt the existence of time and ask: “If there is time, show it to me.”

How can a child show the time?

Time is perceived by the child indirectly, through the concretization of temporary units and relationships in constantly recurring phenomena of life and activity. Children's ideas about such periods of time, the skill of distinguishing which is 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.

All measures of time (minute, hour, day, week, month, year) represent a certain system of time standards, where each measure is added up from the units of the previous one and serves as the basis for constructing the next one. Therefore, children’s acquaintance with units of time measurement should be carried out in a strict system and sequence, where knowledge of some time intervals, the ability to define and measure them, would serve as the basis for familiarization with the following and reveal to children the essential characteristics of time: its fluidity, continuity, irreversibility. In the process of various types of activities, children are exposed to a very complex set of stimuli, in which temporary relationships are only a weak and incidental component. According to the teachings of I.P. Pavlova, although a weak stimulus participates in the formation of temporary connections in a hidden form, taken separately, it does not cause a subsequent reaction. Therefore, time and the alternation of its specific segments must be made the subject of special attention for children, for which it is necessary to organize appropriate activities aimed at measuring time using instruments that demonstrate certain periods of time and their interrelationships. Such activities create the most favorable conditions for the formation of clear ideas about time.

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.
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Methodology for the development of time concepts in preschoolers

METHODOLOGY FOR THE DEVELOPMENT OF TEMPORAL REPRESENTATIONS IN PRESCHOOL CHILDREN

Methodology for familiarizing yourself with the parts of the day (task 1)

Preliminary work

In younger groups, children accumulate experience and begin to understand the dependence of their activities and natural phenomena on time.

Visual material

Pictures of the actions of people and animals at different times of the day.

Teaching Methodology

In the second junior group, the names of the parts of the day are associated with the child’s specific activities and are given in contrast: morning - evening, day - night.

Fragment 1:

Visual material:

pictures of a boy at different times of the day.

Move

:

-What is shown in the picture? (The boy does exercises.)

– When do we exercise? (In the morning.)

– What else do you do in the morning? (We wake up, wash our face, brush our teeth, go to kindergarten...)

– When do you return home from kindergarten? (In the evening.)

– What else do you do in the evening? (We have dinner, watch “Good night, kids”...)

– What is the boy in the picture doing in the evening? (Watching TV.)

After viewing and discussing, children can listen and learn poems about the parts of the day.

Fragment 2:

Visual material:

toy – hare, pictures depicting a hare at different times of the day (its actions and natural phenomena).

Progress:

The teacher tells a fairy tale about a hare:

- The bunny brought his photographs and wants us to guess when he was photographed in each of them: in the morning, afternoon, evening or night. But first, listen to his story:

“ The bunny woke up early in the morning when the sun was rising. He did his exercises, washed his face, brushed his teeth and had breakfast. Then I went for a walk. While the hare was walking, the sun rose high and day came. The bunny got hungry and dined on carrots. A hare wandered far from home, and it took him a long time to return. The sun began to set and evening came.

The bunny came home and turned on the TV, and there was the program “Good night, kids.” The hare watched TV, had dinner, and read a book. It became completely dark outside, the moon rose, the stars shone, and night fell. Our bunny got tired and went to bed.”

During the teacher's story, children can look at the pictures placed in front of them in order: what the bunny does in the morning, afternoon, evening, night. Then everyone discusses together what is shown in the “photographs” and when.

Fragment 3:

The teacher hands out pictures to the children and asks questions:

– Find and show a picture of the morning?

– What do you see in your picture?

– When does this happen?

Comment:

Before going to bed, don’t say “Good night,” but wish “Good sleep.”

You can offer children poems or riddles:

The sun is rising brightly,

The cockerel is singing in the garden

Our children are waking up

They are going to kindergarten. (Morning)

The children went for a walk and were being observed. The sun is shining brightly in the sky, the birds are singing happily. (Day)

It’s already getting dark outside, Grandma is dozing on the chair. Look out the window quickly: there are plenty of lights. (Evening)

Bears and elephants are sleeping, and the hare and hedgehog are sleeping. Everyone around us should sleep, our children too. (Night)

In the middle group, we discuss with the children the sequence of parts of the day: morning, afternoon, evening, night.

Fragment 4:

Visual material:

a toy bear and pictures depicting nature and people’s actions at different times of the day.

Move

:

– A bear came to visit us, he is very sad. He carried pictures and wanted to show them to us in order: morning, afternoon, evening, night. But he scattered and mixed everything up. Now the bear doesn’t know what order the pictures should be.

- Let's help him!

By describing the nature and actions of people, children recognize the parts of the day and put the pictures in the right order. The teacher concludes:

After morning there always comes day, followed by evening, then night, and then morning again.

Methodology for familiarizing yourself with the concepts of “day, yesterday, today, tomorrow” (task 2)

Preliminary work

Repetition of parts of the day and their sequence.

Teaching Methodology

For children in the middle group, we continue to formulate the concept of “day”. We introduce the concepts of “yesterday, today, tomorrow”, connecting them with specific activities of children (for example, classes), and show their relativity.

Fragment 1.

– What happens when the morning ends?

– After what does the morning begin?

– Name the parts of the day in order.

– How many parts of the day do you know?

Conclusion:

- Morning, afternoon, evening, night - this is a day

. There are always 4 parts to a day.

Didactic games

“Add a day”;

“Name the neighbors” (Name the neighbors of the morning: night and day), etc.

Fragment 2:

- All days change each other. One day has ended, another is coming.

– The day that has passed is called “yesterday”.

Yesterday we had a music lesson.

– The day that is going on now is called “today”.

Today we have a math lesson.

- A day that has not yet arrived is called “tomorrow.”

Tomorrow we will have drawing.

Comment:

It is necessary to discuss daily:

- What happened yesterday?

– What is our activity today?

- What will be tomorrow?

Methodology for familiarizing yourself with the days of the week (task 3)

We begin the main work in the senior group with a conversation: “A day is often called the word “day.” Days follow each other. 7 days make up a week. Each of the seven days has its own name: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.

A week will pass, another will come, and again all the days of the week will go in order.”

Comment:

Children used to use the word “day” to name one of the parts of the day. It is necessary to explain to them the other meaning of this word.

Sequence of training:

1.

Learn the names of the days of the week in order, connecting them with their activities.

2.

Every day they say what day of the week it is today, was yesterday, and will be tomorrow.

3.

After studying the ordinal count, the days of the week are associated with the ordinal number:

Monday is the first; Tuesday is the second; Wednesday – third (medium); Thursday - fourth; Friday is the fifth; Saturday is the sixth; Sunday is the eighth.

You can tell children about the origin of these names.

4.

Every day on a special calendar (Fig. 45) the symbol of today's day of the week is displayed. To do this, you can use stripes of different colors: “Today is Tuesday.”

Didactic games

“
It’s a week, get ready!”
(Each of the seven children has a symbol for one of the days of the week - a color or a serial number. Based on a signal, the children line up. You can organize an outdoor game in the form of a team competition), etc.

Complications

We use knowledge of the days of the week in everyday work in other classes and outside of them. We use poems, riddles, problems about the days of the week, for example:

“ Misha went to his grandmother on Monday and returned 2 days later. When did Misha return?”

Methodology for familiarizing yourself with the months and seasons (task 4)

Preliminary work

During classes on familiarization with the environment, children were already familiar with the seasons and months. They heard their names from adults and used them, for example, when talking about their birthday.

Teaching Methodology

In mathematics classes in the preparatory group, children generalize and systematize their knowledge, paying attention to the mathematical aspect:

• number and order of seasons;

• number of months in a year;

• order of months;

• classification of months by seasons.

Methodology for developing a “sense of time” (task 5)

Preliminary work

The vocabulary of preschoolers already contains the terms “fast - slow”, “faster - slower”, children understand requests: “Take your time!”, “Hurry up!”. In the middle group we practice these concepts:

-Who can dress the doll faster?

– Which animal runs faster?

Teaching Methodology

In the preparatory group we work on developing the ability to fit within the allotted time and change the pace of activity. This encourages children to be organized, collected, and precise.

“Sense of time” is formed on the basis of:

• knowledge of time standards (hour, minute, second);

• feeling the duration of time intervals;

• ability to estimate time intervals without a clock.

Sequence of training:

1. Learn to determine the end of the deadline for completing an activity using an hourglass. (“Color the pattern in 1 minute!”)

2. Learn to estimate the duration of a time interval in the process of activity. (“How much time did you spend?”)

3. Learn to plan the amount of work for a specified period of time. (“How many circles can you stick in 3 minutes? Check with an hourglass.”)

4. Learn to evaluate time periods in life (in everyday life, in play).

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:

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