Methodology for the formation of temporary representations in elementary school. Features of the formation of temporary representations in children of senior preschool age

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 advanced pedagogical systems 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, A.M. 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.

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 A.M. Leushina developed contents and methods for forming temporary concepts in children.

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 A.M. points out. Leushin, 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 various 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. Richterman gives recommendations for developing children's ideas about time, and also offers techniques and stages of work to develop their sense of time.

The issues of forming ideas about time are reflected in a number of research work 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 characteristics of the perception of time by preschool children, we specifically determined through which objective phenomenon one or another temporal mathematical concept can be formed (see Figure 1).

Figure 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 an 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 under study using system and subject keys.

2. Stage of experiential activity:

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

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

3. Stage of assessment activity:

In order to diversify 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 assessment stage of the studied knowledge are the development of the third basic ability of students and the mastery 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 plot 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. A significant role in the development of time representations by children belongs to pedagogical work V Everyday life. 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, as well as natural phenomena, observations of which contribute to the recognition of parts of the day and seasons, are used as reference points. 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 is based on them, their practical use in a variety of activities. 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, their level identified during diagnosis. Additional classes and games are conducted with those at a low level.

Considering that preschool educational institutions of a compensatory type for frequently and long-term ill children, 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 (sand and mechanical watches, stopwatch);

Board-printed (“Happy hours”; “Seasons”; “Daily routine”, etc.) and didactic games (“When does this happen?”, “Name the neighbors”, “Yesterday, today, tomorrow”, “Neznaikina 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 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 temporary representations, specialists 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 (display: illustrations, presentations, cartoons, watch models, etc.);

Verbal (reading fairy tales, guessing riddles);

Practical (games, exercises, experiments).

During the 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, the models are best option materialization of temporary phenomena, which allows you to freely manipulate models and understand the principles, properties, patterns of temporary phenomena.

In addition to classes, work on the formation of temporary concepts should be included in the child’s life context throughout the day.

Mubarakshina Dilyara Nailevn,
teacher of GBDOU d/s No. 27
Kalininsky district of St. Petersburg

Wise allocation of time is the basis for activity.
Y. A. Komensky

Time and space are the most difficult categories for preschool children to understand. They become available when modern technologies for the development of spatio-temporal concepts in children are used in the pedagogical process. One ofleading tasks of cognitiontemporal relations already in preschool age is to enable the child to discover the interconnections of certain objects and phenomena of the surrounding world, in particular the sequence of actions (events) in time. Time as an objective reality characterizes the duration and pace of real processes, as well as their sequence. What is commonly called “perception of time” is nothing more than a reflection of objective time in a person’s consciousness. Phenomena of reality are characterized by a certain duration, therefore the perception of time is, first of all, a reflection of the duration of phenomena, their flow within a particular period of time. The perception of time is also a reflection of the speed of objective processes, i.e. their pace. In existing objective time, events follow one after another, therefore the perception of time involves reflecting a sequence of phenomena, events, and actions.

Direct perception of temporal duration is expressed in the ability to evaluate it and navigate in time without aids. This ability is called the “sense of time.” In different types of activity, the “sense of time” acts as a sense of tempo, speed or duration. In the formation and development of this feeling, the accumulated experience of estimating the duration of periods of time plays a large role.

An indicative experiment was conducted by L.A. Wenger and V.S. Mukhina, the essence of which was to confirm the position that the ability to determine short periods of time depends on what the child managed to do during this time.

The older preschoolers were told that they would be tested on their ability to tell time and were asked to draw, telling them that they needed to draw for exactly 3 minutes. The work was started and finished at the teacher’s signal. After this, the children were asked to start drawing again on a blank sheet of paper at a signal (the previous drawings were removed), but to finish at their own discretion - when 3 minutes had passed. Most of the children began to draw the same objects that they had just depicted. When the guys were asked: “Why do you repeat the same drawing, because drawing the same thing is not interesting?”, they answered that they would draw for as long as given. Indeed, the children drew for about 3 minutes (from 2.5 to 3.5 minutes).

When the children were asked to draw something new, also in 3 minutes, the fluctuations over time were somewhat larger (from about 2 to 4 minutes).

It is also difficult for children to understand the meaning of words denoting temporary relationships due to their relativity. For example, words are not always clear to preschoolersnow - now or today - yesterday - tomorrow.Therefore, they often ask adults: “Is it already tomorrow or is it still today?”, “Today is tomorrow?” and so on.

However, SL. Rubinstein argued that one should not exaggerate the inaccessibility of temporary concepts for children and that their development is relatively late when “sufficient attention is not paid to their development.” In his opinion, verbal reflection of the categories of time begins at about one and a half years of age. Initially, adverbs appear that define the time sequence:now, first, now.

Preschoolers develop a clear idea of ​​the past, present and future tense for specific events. Children talk about days, months, hours as if they were objects and even “animate” time: “Where did yesterday go?”

The child lives in the present time and in the present: through games, events, so his idea of ​​the present time is the most accurate. Historical time (its depth) is inaccessible to a preschooler. In his personal experience there is not and cannot be a support (measurement) for counting long-past time. Because of this, the child’s question “Where does Peter the Great live now?” quite appropriate.

As experience in time orientation accumulates, some objective phenomena begin to be used as indicators: “It’s morning now, it’s light, the sun is rising, and night is when it’s dark and everyone is sleeping.”

Preschoolers often localize in time events that have distinctive qualitative features, emotional appeal, and are familiar to them: “Christmas tree - when it’s winter; We’re going to the dacha when it’s summer,” etc.

Children 5-6 years old are already actively using tense adverbs. But not all time categories are recognized by them and correctly reflected in speech: adverbs denoting the speed and localization of events in time are better learned(long ago, quickly)worse - adverbs expressing duration and sequence(after, long, soon).The process of verbal expression of temporal concepts in children 5-6 years old is in a stage of continuous development. However, fine differentiation of time relations in preschool age is formed slowly and largely depends on the general mental and speech development of children.

Preschool children's ideas about time are associated with the ability to navigate the time of day by natural phenomena, with the idea of ​​the cause-time dependencies of rhythmic natural phenomena, with the mastery of time concepts (at dawn, at dusk, at noon, at midnight, day , week, month, year). Most children do not notice differences in the color of the sky at different periods of the day, and cannot establish the sequence of parts of the day. In their minds, the day ends at night and begins in the morning.

Often preschoolers cannot determine the sequence of the days of the week. There is unevenness in remembering the days of the week; days that have a pronounced emotional connotation for the child are better remembered. This feature is also manifested in children’s memorization of the names of the months. So, a 4-year-old child, when asked by an adult, “What is the name of the first day of the week?” answered: " Kindergarten».

Older preschoolers' knowledge of how to measure time (using a calendar, clock) is insufficient. The names of time intervals (minute, hour) remain purely verbal and abstract for children, since they have not yet accumulated life experience in activities during these periods of time.

Experience shows that preschoolers are able to estimate the duration of one minute, but this assessment depends on the type of activity in a given period of time. Positive emotions in children that arise during an interesting activity make them want to prolong it. Therefore, when assessing time filled with events of interesting and rich content, the child allows an overestimation of the small time that passes unnoticed and the duration of which seems shorter. Time filled with monotonous, uninteresting activities seems longer to the child. The influence of these subjective factors can be significantly weakened as a result of the development in children of a “sense of time”, the accuracy of assessing various time intervals under the influence of specially organized exercises.

^ Methodology for the development of temporal representations in preschool children

Time is perceived by the child indirectly, through the concretization of temporary units and relationships in constantly repeating 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 small time intervals that can be used to measure the duration of actions in different types of activities.

Measures of time (second, minute, hour, day, week, month, year, century) 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 determine and measure them, would serve as the basis for knowledge of the following and reveal to children the essential characteristics of time: its fluidity, continuity, irreversibility.

The question arises: in what sequence should children be introduced to these measures of time? What measure of time should I start with?

In everyday life at home and in kindergarten, children early develop more or less definite ideas about the real duration of such periods of time as morning, noon, evening, night. Consequently, the teacher has the opportunity to clarify and concretize the knowledge of children (from 3 years old) about the parts of the day, to develop their skills in recognizing and naming these parts of the day.

Children aged 4-5 years should develop ideas about the sequence of parts of the day and about the day as a whole; need to know the meaning of wordsyesterday Today Tomorrow.Children of older preschool age can be introduced to the week, months, and year. At the same time, it is necessary to develop the very sense of time; introduce the durations of such time measures as 1 minute, 3, 5, 10 minutes, half an hour and an hour; learn to use time measuring instruments such as hourglasses and regular clocks. Along with this, it is necessary to train children in the ability to independently isolate the time sequence in the course of the phenomena and actions under consideration.

^ Mastering the sequence of parts of the day

The day is usually divided into four parts: morning, afternoon, evening, night. This division, on the one hand, is associated with objective changes occurring in the environment (due to different positions of the sun, illumination of the earth's surface, airspace, the appearance and disappearance of the moon, stars), and on the other hand, with a change in species human activity, alternating work and rest. The duration of each part of the day is different, so their change is accepted conditionally.

Among the various activities that are repeated daily in a child’s daily routine, there are constant ones that take place only once a day, at a certain time: coming to kindergarten, morning exercises, lunch, afternoon nap, etc. d. There are also variable activities that are repeated several times during the day, in different parts of the day: games, washing, dressing and undressing, walking, etc. They can also be used as indicators of parts of the day.

In order to determine the parts of the day and their sequence, pictures are used depicting permanent types of activity characteristic of each part of the day. The question is asked: “When does this happen?” Then you are asked to select those pictures that show what happens in any period of the day (morning, afternoon, evening or night).

Reading excerpts from stories, poems that describe practical actions characteristic of each part of the day, riddle games (“When does this happen?”) lead to the accumulation of experience in time orientation.

After children learn to associate parts of the day with one activity or another, their attention should be focused on objective indicators that symbolize time (position of the sun, degree of illumination of the earth, color of the sky, etc.).

In what follows, the color symbol is used as a symbol.

At the end of the year, when children already have ideas about the hours of the day, it is advisable to help them understand the meaning of the wordday,excluding the quantitative characteristics of this measure (24 hours). Worddayshould act as a generalization: the day consists of four parts - day, evening, night and morning. It is necessary to help children realize that day, evening, night, morning are parts of the whole, the day; that the sequence of parts of the day can be counted starting from any of them.

You can talk with children of middle preschool age about the meaning of wordstoday, yesterday, tomorrow.To do this, you need to talk about one bright and significant event for children three times: first, that the puppet show will take place tomorrow; then - that the puppet show will be shown today; and, finally, that it was shown yesterday. This allows the child to “get closer” to understanding the fluidity and continuity of time.

Getting to know calendar

Calendar time is certain periods of time, the duration of which is fixed by social experience in generally accepted measures of time: days, weeks, months, years.

Children of older preschool age, as a rule, have rather inaccurate, fragmentary ideas about calendar time. Memorizing the names and sequence of days of the week and months does not give an idea of ​​the duration, capacity of time, its fluidity, irreversibility, change and periodicity.

Reading V. I. Dahl’s story “The Old Man of the Year” to children and talking about what they read will help them establish the relationship between time standards: year, month, week, day.

The one-year old man came out. He began to wave his arms and let the birds fly. Each bird has its own special name. The old one-year-old waved for the first time - and the first three birds flew away. There was a whiff of cold and frost.

The old man waved a second time - and the second troika flew off. The snow began to melt, flowers appeared in the fields.

The old man waved a third time - the third troika flew. It became hot, stuffy, sultry. The men began to reap rye.

The old one-year-old waved for the fourth time, and three more birds flew. A cold wind blew, frequent rain fell, and fog settled in.

But the birds were not ordinary. Each bird has four wings. Each wing has seven feathers. Each feather also has its own name. One half of the feather is white, the other is black. A bird flaps once and it becomes light-light; if it waves another time, it becomes dark-dark.

It is advisable to ask children the following questions.

• 
  What kind of birds flew out of the old man's sleeve?
• 
  What are the four wings of each bird?
• 
  What are the seven feathers in each wing?
• 
  Why is every feather one half white and the other half black? With the help of a tear-off calendar, the time of the onset of holidays is determined, which arouses children's interest in tracing events over time. The calendar helps to understand the sequence of seasons, which are associated with seasonal changes, which are also the subject of study. In older preschool age, interest in various parameters of time develops: a 5-6 year old child is interested in the duration of a particular phenomenon, the quantitative characteristics of time measures, and time measuring instruments. Familiarity with the calendar is necessary in terms of preparing children for school, getting used to a firm schedule of classes by hour and by day of the week.

Mastering knowledge about calendar standards presupposes the ability to measure time using generally accepted instruments.

Older preschoolers already have the necessary stock of quantitative ideas about the length of the day, which facilitates their development of ideas about the numbers of the month, days of the week, week; about months, calendar year. In order for this complex system of interconnected units of time to be understood by children, it must be presented in the form of some kind of calendar model, reflecting in material form the relationships between units of time (examples of such models are presented in Fig. 5, 6 color tabs).

The calendar will help children visualize a relatively long period of time, a month or even a year. At one time, F.N. Blecher wrote that the tear-off calendar gives a visual representation that “days are passing,” “events are approaching,” a month has passed and a new one has arrived. F.N. Blecher warned that there was no question of memorizing with children the sequence of days of the week, months, and their names. Instead, she recommended using a tear-off calendar as the most visual device for measuring time. Children easily learn that a leaf is a day; To pick the next leaf, you have to wait a whole day.

^ Development of a sense of time in children of senior preschool age

A developed sense of time (the ability to determine time intervals without a clock) encourages the child to be more organized and collected. To do this, first of all, it is necessary to develop a sense of time in children; create special situations, focusing preschoolers’ attention on the duration of various vital time intervals; show what can be done in these periods of time; to teach in the process of activity to measure and then evaluate time intervals; calculate your actions and perform them at a predetermined time.

For the successful development of a sense of time in children, the following is necessary.

1. 
   The experience of time is the idea of ​​the duration of time intervals. To do this, it is necessary to organize a variety of activities for children within time periods, which will give them the opportunity to feel the length of time and imagine what can actually be done in one or another period of time. In the future, this will serve as the basis for developing the ability to plan one’s activities over time, that is, to choose the amount of work according to the time that must be spent to complete it.
2. 
   Development in children of the ability to evaluate time intervals without a clock. Self-control and control by adults will help them improve the adequacy of their assessments.

In children 5-6 years old, you can develop a sense of time at intervals of 1, 3, 5 and 10 minutes. Distinguishing these intervals is vitally important for children: 1 minute is the initial unit of time accessible to children, from which 3, 5 and 10 minutes are added up. This measure of time is most common in the speech of others.

^ In the methodology,developed by T. D. Richterman, the following points are included: familiarization of children with time intervals of 1, 3, 5, 10 minutes (in this case, a stopwatch or hourglass should be used for children’s perception of the duration of these intervals); ensuring the experience of the duration of these intervals in different types of activities; learning the ability to perform an activity within a specified period (1, 3, 5 minutes), for which the duration of the activity should be assessed and the pace of its implementation should be regulated.

First, it is necessary to train children in performing activities using an hourglass (children do something in 1 minute and control the time using a one-minute hourglass); This ensures the accumulation of experience in using the measure. The teacher constantly evaluates the children’s ability to control time using an hourglass, demonstrates the duration of a minute on a stopwatch, explaining that a full revolution of the hand always takes 1 minute.

Then children practice estimating the duration of a time interval during an activity. The teacher pays attention to the accuracy of the duration assessment.

And finally, the adult helps children develop the ability to pre-plan the amount of activity for a specified period of time based on the child’s idea of ​​its duration. Checking the planned plan for completing the amount of work is carried out using an hourglass.

Subsequently, children begin to transfer the ability to estimate the duration of time periods into everyday games and activities.

Children independently choose the amount of work corresponding to an interval of 1 minute, answering the question “What can you do in 1 minute?”

Preschoolers' mastery of three- and five-minute intervals is carried out using the same methodology.

Children should perceive an interval of 5 minutes as a value derived from 1 minute: the minute hourglass will be turned over five times, the hand on the stopwatch will go around the circle five times. Thus, the perception of a new time interval will occur on the basis of the children’s existing knowledge about the duration of the 1st and 3rd minutes.

Familiarization with the 10-minute interval can be carried out during different activities, in which children are asked to complete one or another task within 10 minutes.

It is advisable to teach children the ability to determine the time on a clock and familiarize them with the structure of a clock using models. The teacher, together with the children, finds out the difference between the clock and the model, and clarifies the purpose of the clock hands. You can invite the children to place the large hand on the number 12, and move the small hand from number to number and determine what it shows, i.e. exactly 8, 9, etc. o’clock. Then the children learn that the minute hand, moving in a circle, travels a whole circle in 1 hour. And if the circle is divided in half (on a clock model you can cover half of the dial with a colored semicircle), you get two halves of the circle. An arrow travels half a circle in half an hour. This is how children master the structure of a clock, the purpose of the large and small hands, and the method of showing an hour. Then children learn to show “half an hour”, for example, half of the second hour, then a quarter (if necessary, the circle is divided into 2, 4 parts). Children constantly watch the passage of time using a clock, and as they carry out any activity, they move the hands to set the same time on a toy watch (model).

During the pedagogical process in kindergarten, it is possible to train children in the ability to carry out activities within a specified time frame, teach them to determine the duration themselves and plan in advance the possible amount of work for a given period of time within 5-20 minutes. In such conditions, children study in a more organized manner, are less distracted, regulate the pace of their activities and achieve more.

^ Development in children of the ability to understand the relationships of time sequence

It is important for a 5-6 year old child to be able to consistently examine this or that phenomenon, object, picture, express his thoughts, perform operations in sports and any productive activity. To do this you need to be able to isolatetime sequencewhen performing the content and be able to reproduce it or install it again. Self-mastery of these skills is difficult.

Consequently, we need specially developed and introduced into the learning process techniques aimed at isolating, restoring and establishing a time sequence that will make it possible to master the necessary methods of action.

The content on which children will establish a time sequence should be familiar to them; the links highlighted in it are significant and carry certain information; the emotional intensity of the selected links should be approximately equivalent. To do this, it is necessary to create a model of a sequential series, where individual links with intermediate elements, indicated by symbols, are located from beginning to end. An adult and a child can create a situation of the growth and development of a plant, the growth and maturation of a child, the development of an insect, using models, pictures and interrelated illustrations, as well as literary texts.

Teaching children of senior preschool age to establish a time sequence is carried out according to the following plan:

• 
  in the development of an object (event), a temporal sequence is identified;
• 
  the time sequence is reproduced on the model using symbols;
• 
  the sequence is recreated with a programmed error, which is corrected by the children;

actions in a given sequence are performed without a model. The experience of teaching children the ability to establish a time sequence shows that in such conditions preschoolers feel more confident and independent (T.D. Richterman).

Summary

*° Continuity, alternation, duration and sequence of events in time, tempo and rhythm that take place in the sound of music and dance, playing and reading, interest and attract the child.

^ A child’s planning of his activities over time contributes to the development of such positive qualities as organization, composure, focus, etc.

Literature

H. Llewelyn K.My first book “Time.”— M.: Dorling Kindersley, 1997.

1. 
   Nepomnyashchaya R.L. Development of concepts of time in preschool children. - SPb.: CHILDREN'S PRESS, 2005.
2. 
   Richterman T.D. Formation of ideas about time in children at preschool age. - M.: Education, 1991.
3. 
   Smolentseva A. A. Formation of temporal representations in preschool children. Class notes // Preschool pedagogy, 2004, No. 6; 2005, no. 5.
4. 
   Theories and technologies for the development of mathematical concepts in preschool children. Reader / Compiled by: 3. A. Mikhailova, R. L. Nepomnyashchaya, M. N. Polyakova. - M.: Center for Pedagogical Education, 2008.

The ability to navigate in time gives children the opportunity to develop successfully, master various types of activities, and explore the world around them, since the level of development of time concepts is one of the important indicators of children’s intellectual readiness for school.

Goal: Create the necessary conditions and system efficient work with preschool children on the formation of temporary representations.

Tasks

To develop children's ideas: about time sequences, seasons and parts of the day, knowledge of their age, about ways to measure time.

Learn to reproduce the fixed order in time of various interconnected events and processes.

Develop the ability to identify and sense periods of time, monitor time in the process of their activities, value it and not waste it.

To arouse children's interest in the accumulated experience of humanity in understanding time through specific historical facts.

Based on children’s own experience, to form in children a personal interest, a desire to learn to understand time, record it and determine it.

Ensure success in school.

At the same time, it is necessary to develop a sense of time in children and begin to familiarize them with the duration of such time measures as 1 minute, 3, 5, 10 minutes, half an hour and an hour.

Human life is closely connected with time

Human life is closely connected with time, with the ability to distribute, measure and save time. The extent to which a person reflects time parameters largely determines the degree of his adaptation in society.

Studies of the process of formation of temporary representations in children with speech pathology have shown that in them such representations are not only formed much later, but also differ qualitatively. Children with severe speech pathology are confused about the names of the days of the week and the names of the months; not all of them can name the parts of the day in the correct sequence.

Children with speech pathology must be introduced to temporal concepts step by step, starting from the middle group, in the following order:

• Average age:
  • Introduce the meaning of words: morning, evening, day, night.
  • Exercise the ability to navigate in contrasting parts of the day: day-night, evening-morning.
  • Give a general idea of ​​the seasons.
• Senior group:
• Expand your understanding of the parts of the day, their characteristic features, sequence (morning, afternoon, evening, night).
• Be able to identify parts of the day. Introduce the general concept of “Day”.
• Explain the meaning of the words: yesterday, today, tomorrow.
• Name the seasons and know their distinctive features.
• Give elementary representations about time, its fluidity, periodicity, irreversibility.
• Be able to name sequentially all the days of the week, the order of the months, and the seasons.
• Exercise the ability to use words and concepts: first, then, before, after, earlier, later, at the same time.
• Distinguish between the duration of time intervals (1 min., 10 min., 1 hour).
• Preparatory group:

It is very difficult to imagine time as an objective reality. A child with severe speech pathology needs to be “showed” time. Its measures (second, minute, hour, day, week, month, year). Formal memorization of the names and sequence of parts of the day, days of the week or months will not give the desired effect.

Introducing preschoolers to units of time measurement should be carried out in a strict system and sequence, based on visual aids, didactic games. Based on observation of external changes in the surrounding world, personal experience, gained through actions and emotional experiences, preschoolers form ideas about time intervals, periods and other characteristics, then this knowledge is systematized and generalized.

We recommend starting your acquaintance with the concept of time with the topic “Parts of the day. Day". First, the concept of “day-night” is introduced, then “day-evening, night-morning”, “morning-day-evening-night”. And only then is a generalization made about what a day is. The work is structured as follows: first, two pictures are examined, which depict the activities of people during the day and night or the state of nature and phenomena. Then four pictures depicting the activities of the same child at different times of the day and then four pictures with the same landscape at different times of the day.

The viewing of the paintings is accompanied by an explanation from the teacher.
– There is day and night in a day. It's light during the day. During the day, classes are held in kindergarten, you can play, walk, nap. What are you doing during the day?
- It's dark at night. Almost all people are asleep. What are you doing at night? (I'm sleeping).
– Evening comes when the day ends and it starts to get dark outside. What do you do in the evening? (I return from kindergarten, walk, watch TV, get ready for bed).
– When the night ends, the morning comes. The sun is rising. What are you doing in the morning? (I wake up, get up, wash my face, go to kindergarten).

It is advisable to play games:

• “When does this happen?” Based on the content of the activity shown in the picture and some objective indicators, children must determine or name the time.
• “Place the pictures in order” (laying out the sequence of events). “Name your neighbors.”

A positive effect is achieved by using the “Day” graphic model, on which parts of the day are indicated in different colors, as well as working with the “Day Mode” table.

The teacher tells the children:

– The earth moves around the sun and at the same time rotates around its axis. To make it clearer, look at this globe. (Invites children to pay attention to the globe. Next to the globe there is a table lamp. The teacher turns on the lamp and explains that the globe is a model of the Earth, and the lamp is the sun).
– Tell me, where on earth is day and where is night?
- In which direction do the sun's rays fall?
– What time of day is it there?
– After a certain time, the earth will turn around its axis (the teacher turns the globe) - where there was day, night comes, and where there was night, day comes.

The specific definition of time for children is their own activity. 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.

To consolidate, you can conduct a general lesson “Day” (see appendix).

Times of Day

Morning day

The dawn rises above the river, the sun rises high in it
A rooster is crowing in the yard. It's a long way from sunset
The kittens wash themselves, the mouse drags the grains into the hole.
The guys are waking up. Baby learns the alphabet.

Evening night

The red sun has set. The stars are shining in the sky.
The squirrel hides in a hollow. The birds are sleeping and the fish are sleeping.
Drema comes to visit us, Flowers sleep in the garden beds,
He takes the story with him. Well, we are in our beds.

Name the time of day:

Flowers have awakened in the meadow, the cat is lapping up milk,
We stretched out in our beds. Compote is waiting for us in the kitchen.

The birds began to sing more quietly, the little mice rustled behind the wall,
We sat down to watch a movie. The toys and the kids are sleeping.

As you master the concept day, you can move on to getting acquainted with the following temporary concept - a week. Children learn that seven days make up a week, each day of the week has its own name, the days of the week successively, in a certain order, replace each other, and this order is unchanged.

To do this, we suggest having the following conversation with the children, which will help clarify the idea of ​​the days of the week and the meaning of their names:

The teacher helps children name the days of the week, encouraging them to listen to the words; leads to an explanation of those names whose origin is clear: Tuesday - second; Wednesday– average, middle; Thursday- fourth; Friday- fifth.

The meaning of the words " Monday", "Saturday", "Sunday"" is explained as follows: "Monday" - the first "of the week", as the week progresses; “Saturday” – “Sabbath”, which translated means “day of rest”; The day off is associated with the Resurrection of Jesus Christ.

To remember the days of the week, you can also use a graphic model with a color image, learn poems, play games:

• "Find a Pair"
• "Find your neighbors"
• “Whose week will come together faster.”

How to remember the days of the week(counting)

- Tell me, what about us, animals?
How to remember the days of the week?
The first one is MONDAY,
Bunny - handicraft
TUESDAY comes for him,
The nightingale is a perky one.
After Tuesday - WEDNESDAY
Chanterelle food
After Wednesday - THURSDAY,
The wolf's eyes sparkled!
After Thursday comes FRIDAY
Rolls like a bun.
After Friday is SATURDAY,
Bathhouse at the raccoon.
After Saturday is SUNDAY,
We have fun all day long.
If you don't know, come out!
Who doesn't know, drive!

On Monday at exactly one o'clock we will light the gas in the kitchen.
And on Tuesday morning the water from the tap will start running early.
On Wednesday we will bake a pie, we will buy sugar and cottage cheese.
On Thursday we will wash the windows, saucers, cups, forks, and spoons.
We'll iron the tablecloth on Friday.
And we’ll sit down at the table on Saturday.
Come to the fun, housewarming is on Sunday.
Entrance to the apartment from the yard.
So the game is over.

Ideas about the month can be formed in conversation. You can start getting acquainted with the months from any of them, for example from September. However, the sequence of months in a year cannot be disrupted.

• Working with proverbs and sayings /December ends the year and begins winter. January is the beginning of the year, winter is the middle.
• Acquaintance with literary works: S. Marshak’s fairy tale “12 months”, K. Ushinsky’s story “Four Desires”, poem by S.Ya. Marshak “Open the calendar - January begins.” IN AND. Dahl "Old Man - One Year Old"
• Didactic games “Name the time of year”, “When does this happen?”

Seasons

WINTER comes to us first, followed by winter - SPRING.
She is leading the New Year. They say: “Spring is red.”
The third is SUMMER, everything is in flowers, and the fourth is AUTUMN...
And with raspberries on the bushes. The forest has thrown off its outfit.

Name the time of year

Badger got on his skis, Blue thawed patches
The badger is cheerful. On a forest path.
He picked up his backpack and threw off his felt boots
And he rushed to school. And put on his boots.

The blue moth knows about the prickly hedgehog
What looks like a flower. The leaves are falling in a circle.
It is pleasant for a moth to fly, it will be wrapped in leaves
Pussy play with him is fun. And he will have a sweet dream.

In older preschool age, we begin to develop a sense of time, first at intervals of 1 and 10 minutes. Techniques:

• Determine the end of the activity period using the hourglass (do something in 1 minute, controlling the time using the hourglass).
• Watch the stopwatch: how many circles the hand will make.
• Draw circles on the sheet for 1 minute, count how many circles you managed to draw.
• Count how many things can be removed from the doll in 1 minute.
• Sit for 1 minute, when it seems like a minute has passed, raise your hand.
• In the reception room, children can be dressed in one minute.

Such tasks help children to clearly see and experience, to feel what can be done in one minute.

Familiarization with the 10-minute interval can be done in art classes and physical education classes:

• It is suggested to draw a pattern on the vase in 10 minutes.
• Execute physical exercise and count how many exercises you managed to do.

As a result of the formation of temporary representations, children should:

• Have an idea about the parts of the day, their names, sequence;
• About the order of the days of the week;
• About the months of the year and their order;
• About the time of year, their characteristic features;

Download:

Preview:

Formation of temporal representations in preschool children.

1. A game “When does this happen?”Children are offered pictures depicting various activities characteristic of each part of the day. Children give the names of the parts of the day shown in the picture.

What time of day? Look at the pictures. When does this happen? Why do you think so?

For better memorization, you can offer verses that describe practical actions characteristic of a given part of the day, for example:

Time to sleep! The bull fell asleep

He lay down on his side in the box.

The sleepy bear went to bed,

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

Night has come

You're tired, daughter.

My legs were running in the morning.

It's time for your eyes to sleep.

A crib is waiting for you,

Sleep sweetly, daughter.

N. Voronko

She got up - there’s no way to tell!

I washed myself to the waist,

Made my bed

And even comb your braids

I wasn't lazy myself.

S. Baruzdin

2. Game “Say the missing word.”

The children stand in a semicircle, the teacher throws the ball to one of them, saying:

We have breakfast in the morning and lunch -...

We wash our face in the morning and go to bed -...

We sleep at night and wake up -...

This game can be played on fresh air. Instead of a ball, use a snowball or cone.

Children remember and name faster morning and night. The fact is that children more often hear the names “morning” and “night” from adults, both at home and in kindergarten. “Good night,” “Good morning!” the mother often says, and the teacher invites: “Come to kindergarten tomorrow morning.” In addition, morning and night are characterized by constant activities (getting up, getting dressed, exercising, night sleep). Distinguishing and Naming day and evening, How parts of the day are more difficult for children. This is probably due to the fact that children hear these words less often. In addition, the word “day” is used in different meanings. (A day is like a day, like half a day and like part of a day). These periods of time are characterized by a variety of activities, their boundaries are vague, and objective indicators (in summer for the evening, in winter for the day) are very relative. Therefore, in children’s active vocabulary, the words “day” and “evening” are less common. In this regard, it is very important for adults to use these words in speech as often as possible: “Good afternoon! Good evening! In the evening we will go to visit...”

Games and play exercises

subsequence, change of day.

Sample questions for the conversation:

Does anyone work at night? If so, who?

What do children do at home at night?

What do they do at home in the morning when they get up?

What do parents do in the morning?

What do children do during the day?

What do parents do during the day? Etc.

After children have learned to identify parts of the day by various activities, their attention needs to be focused on objective indicators symbolizing time (position of the sun, degree of illumination of the earth, color of the sky, etc.) Models can be used (morning - pink square, afternoon - yellow, evening - gray, night - black).

1. Exercise with pictures “Place the pictures in order.”(Morning afternoon Evening Night)

Educator: I will put a picture where the morning is drawn. Which ones will you put in next? Or

I'll put a picture of the night. Which ones will you put in next? Etc.

2. (See above).

If we have breakfast in the morning, then we have lunch...

During the day you have lunch, and in the evening...

If it is morning now, then after morning it will be...

If it is day now, then it will be later...

If it is day now, then what happened before...

3. Game "Journey to morning, day, evening, night."

Children go on trips in parts of the day. When they find themselves in one part of the day, children tell what people (animals, birds) are doing at that time of day. You can create game situation. For example, Dunno got lost in the parts of the day. The children help him get out.

4. Game "When does this happen?"(see above)

Children have cards that depict pictures from life related to a certain time of day. The teacher invites the children to look at the pictures, then names a certain time of day, for example, evening. Children who have the corresponding picture must hold up the card and say why they think it is evening. For the correct story, the child receives a chip. The chips can be of different colors: morning - pink, day - yellow, evening - gray, night - black.

Games and play exercises for children

In senior group, when children have already formed knowledge about the parts of the day, it is advisable to reveal the meaning of the word “day”. The word “day” should act as a generalization, that is, a day consists of four parts - day, evening, night, morning. It is necessary to help children realize that day, evening, morning, night are parts of the whole - the day, that the sequence of parts of the day can be reported starting from any of them. To reinforce the concept of parts of the day, you can have a conversation with children on the following questions:

Remember what you know about the day.

What time of day is it now?

What other parts of the day do you know?

How do you know it's night already?

Name all the parts of the day, starting with day.

The sun shines during the day, and when does the moon shine? Etc.

1. Game "When does this happen?"

1. Game "Name the missing word."

3 . Game "What are we doing?"Children stand in a circle. The teacher offers to show the children what they do in the morning. The players depict different actions, but do not name them. The presenter's task is to guess what the players are depicting. Then the game continues, but the question is asked about other parts of the day.

Complication: it is not the adult who guesses, but one of the children.

4. Game "Name the neighbors."

The child is asked to name the neighbors of the parts of the day. For example, name the neighbors of the morning. (Part of the day - morning - has neighbors - night and day, because before morning - night, and after morning - day.) Etc.

5. Game "Yesterday, today, tomorrow."The game is played in a circle with a ball. The presenter throws the ball and begins the sentence: “We were drawing...” The child who caught the ball completes the phrase, answering the question “when?”

Example phrases:

We'll go to the pool...(today).

We will draw...(tomorrow).

The music lesson was... (yesterday).

All children sleep... (at night).

6. Game exercise “Correct the mistake.”

The teacher says a sentence in which he makes a mistake. Children correct.

Example phrases:

Yesterday we will draw a fairy tale.

Tomorrow We went down the slide.

Next year we went on vacation to the south.

To consolidate children's knowledge about the parts of the day, you can use riddles, poems, stories and fairy tales.

Riddles about parts of the day.

The first ray of sunshine

Looked out the window

And woke up immediately

Little boy Antoshka.

When does this happen?

(in the morning)

The sun is rising brightly,

The cockerel is singing in the garden

Our children are waking up

IN kindergarten are going.

When does this happen?

(in the morning)

When the cockerel

He gets up before everyone else

The sun is calling to greet you.

(in the morning)

Pedestrians hurry to spend the night,

You won't see the guys anywhere.

And only factories, train stations,

Clocks and machines do not sleep.

(evening)

The stars in the sky lit up,

The boys went to bed.

Evening and day rushed away.

They were replaced...

(night)

The meadows are sleeping, the forests are sleeping,

Fresh dew fell.

The stars are shining in the sky,

The trickles in the river say

The moon is looking through our window,

Tells small children to sleep.

(night)

The sun is shining brightly in the sky

The children went for a walk.

When does this happen?

(in the afternoon)

Born at dawn

The more I grew

The smaller it became.

(day)

The sun is rising brightly,

The cockerel is singing in the garden

Our children are waking up

They are going to kindergarten.

When does this happen?

(in the morning)

It began to get dark outside the window,

The birds began to sing more quietly.

Toys need to be put away

Mom invites everyone to dinner.

When does this happen?

(In the evening)

A black swan across the sky

The miracle scatters grains.

Black called white

The white one pecked at the grain.

(day and night)

Getting to know the seasons.

You can introduce the seasons to children already in the younger group. For this purpose, observations during a walk, reading poems, stories, fairy tales, asking riddles, as well aslooking at various illustrations.

When does this happen? Look at the pictures. What do you see on them? Why do you think so? Name the signs of each season. What are people doing at this time? How do they dress? How do animals behave?

Summer autumn

Winter spring

Puzzles.

What kind of sorceress took the paint?

I painted the leaves and removed them from the branches.

I hid the midges to sleep until spring,

She sent the birds to warm countries.

What kind of sorceress, you tell me?

(autumn)

I bring the harvest

I am sowing the fields again,

I send the birds south.

I strip the trees

But I don't touch the pine trees

And Christmas trees. I − ... (autumn)

I have a lot to do: I am a white blanket

I cover the whole earth, I whiten the fields, the houses,

My name is …

(winter)

Arrived without paints and without a brush

And repainted all the leaves.

(autumn)

In the morning we go to the yard −

Leaves are falling like rain.

They rustle underfoot

And they fly, fly, fly.

(autumn)

I open the buds into green leaves,

I dress the trees, water the crops,

There is a lot of movement. My name is …

(spring)

I am made of heat, I carry warmth with me.

I warm the rivers, swim, I invite you!

And you all love me for it. I …

(summer)

children with the seasons.

1. “When does this happen?”Children are offered pictures depicting different seasons of the year. The teacher names one of the seasons, the children pick up the corresponding picture and explain their choice.

1. “Place the pictures in order.”There are 4 pictures on the table depicting the seasons. Children are asked to put all the pictures in order.

3. "Seasons".Ball game. Children can be asked the following questions:

What seasons do you know?

What kind of winter do you imagine?

(Snowy, frosty, with ice and snowdrifts. The sun does not rise high, the warmth is weak. Snow is falling.)

What happens to water in rivers, lakes, and ponds in winter?

How do animals adapt to winter?

What time of year comes after winter?

What signs of spring do you know?

What time of year comes after spring?

What proverbs do you know about summer?

Introducing children to the calendar.

At 5-6 years old, children already have the necessary stock of concepts; they are already familiar with the length of the day. The day can serve as a starting point for getting to know the week and month. It is already possible for children in the older group to be given comprehensive knowledge about the dates of the month, days of the week, week, and months. In the preparatory group (6-7 years old), continuing the work, you can give knowledge about the calendar year.

The calendar will help children visualize relatively long periods of time: a week, a month and even a year. A tear-off calendar provides a visual representation of how days “pass” and events “approach.” By tearing off the leaves, you can put them in a box with cells. 7 sheets of paper are added into one cell - 7 days of the week. The next - 7 more, etc. At the end of the month, the number of days and weeks is calculated. And at the end of the year - the number of months. The proposed manual can serve as a model calendar year.

Games and play exercises for dating

children with days of the week. (5-7 years)

Children should understand the question: “What day of the week is it today?” Explain that Monday is the first day of the week, Tuesday is the second day of the week, Wednesday is the third day, the middle of the week, Thursday is the fourth day, Friday is the fifth day, Saturday is the sixth day, Sunday is the seventh. There are seven days in a week. When your child understands the order of the days, ask him to name the days of the week in reverse order - from Sunday to Monday. Explain the words yesterday, today, tomorrow using the names of the days of the week. For example: “Today is Monday, what day was yesterday?” - "Sunday". - “Let’s remember again what day it is today.” - "Monday". - “What day will it be tomorrow?” - "Tuesday". Ask your child what he did today, yesterday, what he is going to do tomorrow. For example: “Tomorrow I will go to visit,” etc.

1. “Live week”.

The numbers from 1 to 7 are shuffled and placed face down on the table. The players choose any card and line up in order according to the number. They turned into days of the week. The first child on the left takes a step forward and says: “I am Monday. What day is next? Etc.

Children who do not participate in the game give tasks to the “days of the week”:

Name the days of the week on which adults work.

Name all the days off.

Guess the riddle, etc.

Puzzles:

There are exactly seven brothers

You all know them.

Every week around

Brothers walk after each other.

The last one will say goodbye -

The front one appears.

There are seven brothers

Equal for years

Different names.

Complicated option:There are upside-down numbers (two sets) lying in disarray on the table. Children move to the music and, when given a signal, take numbers from the table. The teacher invites them to line up “from Tuesday to Tuesday.” “Weeks” are lined up in order, one opposite the other. Children left without cards ask the players questions:

Wednesday, name your “neighbors.”

Friday, what day of the week is in front of you?

Saturday, what day of the week is after you?

Monday, which days of the week are you between? Etc.

Children return the cards to the tables and the game continues.

2 . “Name the days of the week.”

Children stand in a circle. The teacher throws the ball to the child, calling any day of the week. For example:

−Friday. Name the next day of the week. (Or name the previous day of the week.)

The child names the day of the week and throws the ball back to the teacher. The teacher names the next day of the week, etc.

You can suggest calling all the days of the week in order. Children throw the ball to each other.

The teacher names a number within seven and throws the ball to the child, who names the day of the week accordingly.

Games and play exercises for dating

children with months (5-7 years).

1. “Which word is appropriate?”

The teacher asks the children different questions, for example: “The month of winter - (lists a number of any months, but there must be a winter month among them) - October, November, September, February ".

The children answer: “February.”

Summer month... (April, May, March, June ).

The month of spring... (January, December, February, March ).

Time of year...(March, April, evening, winter ).

Parts of the day... (summer, May, April, night ).

2. Conversation with children.

You can throw a ball to the child when asking a question.

Guess the riddle:

Came for a day

And he left a year later.

(New Year)

What is the last month of the year?

What holiday is celebrated this month?

When does New Year come?

What happens when January ends?

And then?

How many months are there in a year?

Name all the months in order.

3. “All year round.”

Children form a circle. Using a counting rhyme, a leader is selected. The presenter throws a ball to one of the players and asks: “January, what month of the year is it?” The child who caught the ball answers the question. Having answered correctly, he becomes the leader and asks his question to the players. The teacher helps in choosing and formulating various questions:

What month does the year end?

Name the autumn months?

What month comes after October?

What month is your birthday?

4. "Twelve months".

The teacher lays out cards with numbers from 1 to 12 (image down) on the table and mixes them. The players take cards and line up in order according to the number indicated on the card. They "turned" into 12 months. The teacher asks questions:

First month, what's your name?

Twelfth month, name yourself.

The cards are returned to the table, shuffled and the game is repeated.

Puzzles.

His days are the shortest of all days,

Of all the nights longer than the night,

To the fields and meadows

It snowed until spring.

Only that month will pass -

We are celebrating the New Year.

(December.)

It stings your ears, it stings your nose,

Frost creeps into felt boots.

If you splash water, it will fall

Not water anymore, but ice.

The sun has turned to summer,

What month is this, tell me?

(January.)

Snow is falling in bags from the sky.

There are snowdrifts around the house.

Those are storms and blizzards

They attacked the village.

The frost is severe at night,

During the day, the sound of drops can be heard.

The day has lengthened noticeably.

What month is this, tell me?

(February.)

The sun is shining brighter,

The snow is thinning, softening, melting.

The loud rook flies in.

What month? Who will know?

(March.)

It's frosty at night,

Drops in the morning

So, in the yard...

(April.)

The distance of the fields is green,

The nightingale sings.

IN White color the garden got dressed.

The bees are the first to fly.

Thunder rumbles. Guess,

What month is this?

(May.)

The longest, longest day.

At noon there is a tiny shadow,

The ear of corn blooms in the field,

Strawberries are ripening

What month is this, tell me.

(June.)

Hot, sultry, stuffy day.

Even chickens seek shade.

The mowing of grain has begun,

Time for berries and mushrooms.

His days are the peak of summer,

What month is this, tell me?

(July.)

The maple leaves have turned yellow,

Flew to the countries of the south

Swift-winged swifts.

What month is it, tell me.

(August.)

In what month does summer end?

Is autumn starting?

(September.)

The face of nature is becoming increasingly gloomy,

The vegetable gardens turned black.

The forests are becoming bare,

The bear fell into hibernation,

What month did he come to us?

(October.)

The field became black and white,

And it's already getting colder

The winter rye is freezing in the field,

What month is it, tell me?

(November.)

Preview:

Games for developing and clarifying time concepts.

When working on the development of time concepts, the following range of issues is considered: day, week, seasons, months, family, age and roles in the family. This can be done through a variety of exercises and tasks, well-known rhymes and poems. Work is being carried out in several directions.

1) Clarification of concepts about basic units of time(parts of the day, time of year, months, year), observation and determination of the time sequence and patterns of any actions and events (after, before, now, then, etc.).

Children can be given tasks to do.

• Finish the sentenceIf today is Monday, then tomorrow will be... If today is Thursday, then tomorrow will be... If today is Saturday, then tomorrow will be... If today is Friday, then yesterday was... If today is Tuesday, then yesterday was... If today is Sunday, then yesterday was...

• Guess what time of year it is?The weather today is bad. It's cold outside. A strong wind is blowing and it has been raining almost all day. Bird cherry and lilac are blooming.
• Answer the question “When does this happen?”

Snow on the fields

Ice on the rivers

The wind is blowing

When does this happen?(In winter.)

The sun is burning

The linden blossoms

The rye is ripening

When does this happen?(In summer.)

The snow is melting,

The meadow came to life

The day is coming -

When does this happen?(In spring.)

Empty fields

The ground gets wet

The leaf falls -

When does this happen?(In autumn.)

• The teacher suggests listening to the poem and finding a picture that depicts the time of day the poet is talking about:

Pedestrians hurry to spend the night,

You won't see the guys anywhere.

And only train stations, factories,

Clocks and machines do not sleep.

(S. Marshak)

If it's ringing outside the window

The birds will chirp,

If it's so light all around,

Why can't you sleep?

If you have a radio

Suddenly it started talking

This means that now

...The morning has come

(B. Yakovlev).

• "Name your neighbors":

Name the neighbors in the morning.

Part of the day-morning has neighbors night and day, because before morning there is night, and after morning comes day.

Name the neighbors of the night.

• “Name all the parts of the day”:

Children, I will name one part of the day, and you name all the others that follow it to make a day. Day - what's next! (Evening). Etc.

• To consolidate the concepts of the day and the sequence of parts of the day, we conduct a conversation on the following issues:

- “Remember what you know about the day?”

- “What time of day is it now?”

- “What other parts of the day are there?”

- “What comes after the evening?”

- “How do you know that night has come?”

- “Name all the parts of the day, starting with the day?”

In this way, we show children the sequence of parts of the day and give an idea of ​​the day as a whole. At the same time, they develop the concept of the fluidity and continuity of time.

2) Formation and clarification of concepts about periods of human age, relationships and roles in the family (son, daughter, father, mother, grandmother, grandfather, etc.).

Preschoolers often do not have it in their active vocabulary the right words to indicate the age of a person (baby, child, teenager, youth, man, old man; girl, girl, woman, old woman). A child's age does not differ from size, especially height. Preschoolers believe that big things are older than smaller things. Because of its association with magnitude, age is not necessarily associated with date of birth. If a boy was born earlier than a girl, but she surpassed him in height, then she will be “older.”

Children are given tasks.

• Tell about your family. What is your name? How old are you? List who is in your family? Do you have brothers and sisters? What are the names of your parents, grandparents, sisters, brothers? What and where do your parents work? Do you have any pets? Your favorite class? What do you and your family like to do in your free time?
• Look at photographs of one person taken over different years. Now he is a grandfather. Which photo was taken earlier than the others? Thus, the inclusion in the system of correctional work of tasks and exercises aimed at developing and clarifying spatio-temporal concepts will help improve the lexical and grammatical components of speech, will have a positive effect on the formation of non-speech processes (attention, memory, thinking), and will prevent the occurrence of graphic errors in letter.

Children's mastery of time is carried out in the interrelation of the sensory and logical: a developed “sense of time” presupposes knowledge of the system of units of its measurement. Improving a child’s time orientation should be built on a solid sensory basis and contain time categories accessible for each age period.

Preview:

Consultation for parents:

“Development of temporal concepts in preschool children”

Calendars are our main consultants and bosses. And all because they store and reproduce the rhythms of our lives, dear parents. And the rhythms can be very different - that’s why there are a great many calendars.It is still quite difficult for a child of preschool age to learn to determine the days of the week and month.Please note, we offer you an article on how to help a preschool child cope with abstract concepts such as calendar, month, year, days of the week.

Constant systematic work is needed to develop ideas of time in preschoolers.In the absence of systematic work to become familiar with time and methods of measuring it, very fragmentary, inaccurate ideas about calendar time develop.

There is no doubt that it is necessary to systematically familiarize children with the calendar in kindergarten and at home. It will make it easier for them to navigate the surrounding reality, since our whole life is built according to a certain plan associated with the days of the week. Children will learn which days of the week which classes are held, which will help develop their psychological readiness for classes.

With the help of the calendar, the time of the onset of holidays is determined, which arouses increased interest among children.

Familiarity with the calendar is necessary in terms of preparing children for school, for a firm schedule of classes and the days of the week.

In older preschool age, cognitive interest in various time parameters also develops. Children are interested in the duration of a particular phenomenon, the quantitative characteristics of time measures, and time measuring instruments.

In older preschool age, work continues on the formation of ideas about such time periods as morning, afternoon, evening and night.The names of the parts of the day are associated not only with the specific content of the activities of children and the adults around them, but also with more objective indicators of time - natural phenomena (morning - the sun rises, becomes brighter, etc.).At home with children, parents can talk about what, when and in what order they and the adults around them do during the day.

You can use pictures and an observation calendar as visual material.

It is best if children fill out the weather calendar in preschool institution and at home with parents.Children confuse concepts such as: yesterday, today, tomorrow due to their variability and relativity. The semantic meaning of these words can be revealed when filling out the calendar by asking additional questions: “What will you do in kindergarten tomorrow?”, “What did you do yesterday?”, “When did we go to the park?”

In classes, children learn that a day, which in conversation is usually called the word day, is replaced by one another. For a better understanding, we suggest using a tear-off calendar at home, every day tearing off a sheet of paper together and saying that today is a new day. The sequence of days of the week is always the same: Monday, Tuesday, Wednesday...The sequence of days of the week is associated with the specific content of children’s activities: “What do you do on Mondays? What will you do on Tuesday, that is, tomorrow?”Let the child take off the calendar sheets and add a day from a day to a week, and a month from weeks. It is necessary to design a box where he will put the calendar sheets. The child will have a visual representation of the change of days and months, he can come up to count how many days have passed, how many are left until the end of the week. At the end of one month, you need to say that a new month is coming, count how many days there were in the last month, put a stack of sheets and start folding a new month.

When systematically working with the calendar at home and in kindergarten, it will help children develop knowledge not only about the current date, but also about the fluidity of time, its periodicity, the repeatability of the calendar year and its irreversibility.

INTRODUCTION

Already at preschool age, it is vitally important for children to learn how to navigate time themselves: to feel its duration (to regulate and plan activities over time), determine, measure time (correctly denoted in speech), change the pace and rhythm of your actions. 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 person 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 "show" . Therefore, even older preschoolers sometimes doubt the existence of time and ask: "If you have time, show it to me" .

Therefore, in pedagogical practice the question arises of how to show the time to a child. 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.

At preschool age, children do not yet correlate temporal sensations with the objective passage of time, however, there is a constant process of accumulating knowledge about objects and phenomena of the surrounding world, organized in time (seasons of the year, mastering concepts such as "Today" , "Tomorrow" , "yesterday" , "at first" , "Then" and so on.). This is facilitated by the development of speech, thinking, and awareness of one’s own life.

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. A weak stimulus, although it participates in the formation of temporary connections in a latent form, but, taken separately, does not cause a subsequent reaction. Therefore, time, the alternation of certain segments of it, must be made the subject of special attention for children, for which it is necessary to organize appropriate activities aimed at measuring time using devices demonstrating certain periods of time and their relationships. Such activities create the most favorable conditions for the formation of clear ideas about time.

The above highlights the relevance of the upcoming research and the need for it as a practically significant element in teaching methods for preschoolers.

Hypothesis: we assume that the formation of preschoolers’ temporal representations depends on the teacher’s creation of special conditions in a preschool educational institution.

Object of study: the process of formation of temporal concepts in children of senior preschool age.

Subject of research: psychological and pedagogical conditions for the formation of temporary concepts in senior preschool children.

The purpose of the work is to identify the effectiveness of the conditions created by preschool teachers for the formation of time concepts in children of senior preschool age.

Achieving the goal will be facilitated by solving the following tasks:

• study and analyze the literature on this issue;
• to explore the features of methods for the development of time representations in preschoolers;
• identify effectiveness in practical activities various techniques development of a sense of time in children of senior preschool age.

The following methods were used:

a) theoretical (analysis, synthesis, abstraction, comparison, generalization);

b) empirical (observation, conversation, questioning).

Practical work was carried out on the basis of MBDOU . in order to identify the effectiveness of various methods for developing a sense of time in children of senior preschool age.

The work consists of an introduction, two chapters, a conclusion, a list of references, and an appendix.

Chapter 1. Psychological and pedagogical foundations for the development of time concepts in preschool children

1. 1. Physiological bases of the formation of temporary representations in preschool children

Preschool age is an essential stage in the development of goal-directed behavior and cognitive activity. The changes in the structural and functional organization of the brain that occur during this period determine the child’s readiness for school and determine the possibility and success of educational activities.

During preschool age, significant changes occur in the formation of the internal image of the external world.

At 3–4 years of age, there is still a close interaction between visual perception and motor actions. Practical object manipulation (grasping, feeling), inherent in infancy, are a necessary factor in visual recognition. By the end of preschool age, visual and tactile examination of an object becomes more organized and systematic. The identified features correlate with each other and with a holistic representation of the object, which contributes to the formation of a differentiated and more adequate sensory image. By the age of 5–6 years, the success of detecting various modifications of an object increases. When drawings of people and objects are presented as changing stimuli, it was found that the number of unnoticed changes in 5–6 year old children, compared with 3–4 year old children, decreases by half in response to faces and by more than three times when presented with objects.

By the age of 6–7 years, significant changes occur in the systemic organization of visual perception, reflecting the progressive maturation of the neural apparatus of the cerebral cortex and the increasing specialization of cortical zones.

At 6 years of age, identification is based on the selection of a complex feature; it requires more time and depends on the number of images distinguished based on it. During training, this time is reduced and ceases to depend on the number of stimuli in the set. The mechanisms of such recognition are associated with internal standards developed in experience. This indicates a significant increase in the child’s ability to familiarize himself with the outside world during preschool age, and a transition of the mechanisms underlying information processes to a qualitatively different level.

The development of attention is closely related to the formation of sensory function. The maturation of sensory systems and the improvement of the perceptive function of the brain determine the possibility of attracting attention to more complex features of an object, and this in turn contributes to a deeper and more complete description and identification.

At approximately the age of 4 years, there is a surge in the child’s interest in new things, an active search for novelty, manifested in endless "Why" . The specificity of this period is that to the existing early age The preference for novelty is complemented by the desire for variety.

In the younger group, children’s ideas about such periods of time as morning, afternoon, evening and night are clarified. Children distinguish parts of the day by changes in the content of their activity, as well as the activity of the adults around them during these periods of time. A precise daily routine, strictly established times for children to get up, morning exercises, breakfast, classes, etc. create real conditions for forming an idea of ​​the parts of the day. The teacher names a period of time and lists the children’s activities corresponding to it: "It's morning now. We did the gymnastics, washed ourselves, now we’ll have breakfast.” . Or: “We had breakfast and worked out. It's already daytime. We'll have lunch soon." . The child is asked, for example: "It's morning now. What are you doing in the morning? When you get up?" and so on. [Metlina L. S. 2010: 30. 11]

Children look at pictures and photographs depicting the activities of children and adults at different periods of time. Gradually, the words morning, day, evening, night are filled with specific content and acquire emotional overtones. Children begin to use them in their speech.

Time orientation develops in children mainly in everyday life. It is important that it is based on a strong sensory foundation. The teacher clarifies children's understanding of the parts of the day, connecting their names with what children and adults close to them do in the morning, afternoon, evening, and night.

A conversation is held with children in order to clarify their understanding of the day. The conversation can be structured something like this: first, the teacher asks the children to tell what they did before they came to kindergarten, what they did in the morning in kindergarten, what they do in the afternoon in kindergarten, etc. He clarifies and generalizes what the children done during each period of the day. And in conclusion, he says that morning, day, evening and night are parts of the day. A did. a game “When does this happen?” , "Day" . [Shorygina T.A. shopping center "Sphere" , 2009. 32. 6]

Temporal concepts "Today" , "Tomorrow" , "yesterday" are relative in nature; children find it difficult to learn them. Therefore, it is necessary to use the words today, tomorrow, yesterday as often as possible and encourage children to do this. The teacher constantly addresses the children with questions: “When did we draw? What did we see today (yesterday)? Where will we go tomorrow? .

The meaning of words is quickly - slowly revealed using specific examples. The teacher draws the children’s attention to the degree of speed of their movements in games ("The train goes slowly, then faster and faster" ) . While dressing, he praises those who dress faster and blames those who are slow; on walks compares the speed of a pedestrian and a cyclist, a car and a train, a caterpillar and a beetle [Metlina L. S. 2010. 66. 15].

At the beginning of the school year, children in the senior group consolidate and deepen their understanding of such time periods as morning, afternoon, evening and night. The names of the parts of the day are associated not only with the specific content of the activities of children and the adults around them, but also with more objective indicators of time - natural phenomena (morning - the sun rises, becomes lighter and lighter, etc.). The teacher talks with the children about what, when and in what sequence they and the adults around them do during the day, about the impressions of the early morning!

noon, evening. He reads poems and stories with appropriate content to the children.

Starting from the younger group, children developed time orientation. In the preparatory group for school, they consolidate knowledge about such periods of time as morning, day, evening, night, week, they give an idea of ​​the months, the children remember their names. Knowledge of time standards and the ability to establish temporary relationships contribute to children’s awareness of the sequence of events and the cause-and-effect relationships between them. Orientation in time should be based on a solid sensory basis, i.e., the experience of the duration of time in connection with the implementation of various activities, differently emotionally charged, as well as observations of natural phenomena and events of social life.

Of great importance is how often children use the names of periods of time and measures of time in their speech. They continue to consolidate knowledge about the parts of the day and their duration. At the beginning of the school year, it is necessary to clarify what, when and in what sequence children and the adults around them do during the day.

Children are also reinforced with the idea that the day, which people usually call the word day, is replaced by one another and has its own names; 7 days make up a week. The sequence of days of each week is always the same: Monday, Tuesday, etc. Every morning, children name the current day, as well as the previous and subsequent ones.

It is important to encourage children as often as possible to establish temporary relationships, to use the words tomorrow, today, yesterday, first, then, before, after, before, before this, after that.

When composing stories from experience and retelling, the teacher monitors the accurate transmission of the sequence of events and explains the meaning of time relationships. This is essential for understanding both the logic of temporal relationships and the events themselves that children observe or talk about.

The use of verbal game exercises is even more important "Days of the week" , "Continue!" , "Vice versa" . Children complete the phrase started by the teacher, select words of opposite meaning (morning - evening, first - then, quickly - slowly, etc.), determine what is longer: a day or a week, a week or a month, a month or a year.

Children in the preparatory group are introduced to the name of the current month. They gradually remember the names of the months and their order. Quick memorization is facilitated by reading the book by S.Ya. Marshak "Twelve months" . It is important to instill in children a sense of time, that is, to develop a perception of the duration of time periods and an understanding of the irreversibility of time. Only on this basis is it possible to teach children to value and save time: to regulate their activities over time, that is, to speed up and slow down the pace of work, to finish work or play on time. In this regard, children need to accumulate experience in perceiving the duration of time periods. The teacher should help them imagine what exactly can be done in a given time period, and, finally, teach them to do everything on time.

The teacher constantly focuses the children’s attention on how much time is given for this or that task, for example, how much time they can get dressed or undressed, draw, play, how many minutes are left until the end of the lesson, etc. Each time they indicate when the time is up, reward those who finish their work on time.

A developed sense of time helps children become more organized and disciplined.

1. 2 Features of the formation of a sense of time in children of senior preschool age

Children in the older group consolidate and deepen their understanding of units and some features of time. The name of the parts of the day is associated not only with the specific content of the activities of children and adults who surround them, but also with more objective indicators of time - natural phenomena. Children get acquainted with the seasons, the names of the days of the week, determine what day of the week was yesterday, what it is today, what it will be tomorrow.

In work, it is necessary to widely use such methods as: observations, conversations, reading fairy tales, poems, looking at paintings, photographs, didactic games and exercises. In this case, it is necessary to focus on the familiar frequency of day and night.

Older preschoolers need to form conscious concepts about the day. During the learning process, attention is paid to the cyclical change of day and night. Nature itself suggested to people a way to divide time according to the principle: day and night - day. To correctly understand the day, children must realize that the day can be divided into four parts: morning, afternoon, evening, night.

Older preschoolers distinguish and name parts of the day, focusing on sunrise and sunset. In the process of observing natural phenomena, they learn the concepts: at dawn, at dusk, at noon, at midnight. To form these ideas, the teacher uses, first of all, observations, looking at plot pictures, as well as reading fiction, and learning poems.

Familiarization with the days of the week already in the senior group should be combined with the formation of knowledge about the week as a measure of working time. Focusing on the fact that people work five days a week and rest two days helps to understand the quantitative composition of the number 7 (days of the week).

In order for children to better understand the names of the days of the week and their sequence, you can familiarize yourself with the appearance of the names of the days. For example, Monday is the first day after the week, Tuesday is the second, Wednesday is the middle day, Thursday is the fourth, Friday is the fifth, Saturday is the end of the week, Sunday is a day off. Didactic games are held: "Name the next day of the week" , "Name the neighbors" , "Show the corresponding number" and etc. [Richterman T.D. 2010. 27. 15]. Game-task "Dunno's Week" , ball game “Catch, throw, call the days of the week” , a game "!

Live week." [Shorygina T.A. "Conversations about space and time" shopping center "Sphere" , 2009. 32. 6]

The name of the days of the week requires association with the specific content of the activity. So, the teacher turns to the children with the question: “What day of the week is it today? That's right, today is Tuesday. The math meeting is always on Tuesday. What day of the week was yesterday? What day of the week comes before Tuesday? Children answer questions. The sequence of days of the week is specified. This work is carried out not only during classes, but also in everyday life. In the morning the teacher asks: “What day of the week is it today, and what will it be tomorrow?”

Experience shows that not all days of the week are remembered equally easily and quickly. The best days to remember are Sunday, Saturday and Monday.

In addition, in the senior group, work is being done to develop children’s ideas about the seasons. In this case, pictures and verbal material are widely used: stories, fairy tales, poems, riddles, proverbs.

With the seasons (seasons) It is best to introduce them in pairs: winter and summer, spring and autumn. The teacher asks: “What time of year is it now? What other seasons do you know? How many are there in total? That's right, the year consists of four seasons. Here's a circle. Let this be the year. Let's divide it into four parts." . Children look at the parts of the circle. Each part is a different color. The teacher suggests conditionally comparing each part of the circle with a certain time of year.

In the older group, the teacher forms "sense of time" , understanding its significance in people’s lives, the irreversibility of time. This group has the opportunity to introduce children to volumetric model time, by which they can understand the continuity, irreversibility, symmetry of time.

All measures of time (minute, hour, day, week, month, year) represent a certain system of temporary standards, where each measure is composed of the units of the previous one and serves as the basis for constructing the next one. Therefore, children’s acquaintance with units of time should be carried out in a strict system and sequence, where awareness of some time intervals, the possibility of their definition and measurement would serve as the basis for familiarization with the following and reveal to children the essential characteristics of time: its fluidity, continuity, irreversibility.

Speaking about the structure of a child’s temporary representations, we can distinguish three different aspects of these representations:

• adequacy of reflection of time intervals and their correlation with activities (ability to organize your activities in time);
• understanding words denoting periods of time (from simpler "yesterday Today Tomorrow" to more complex "past present Future" etc.);
• understanding the sequence of events, actions, phenomena.

Chapter 2. Practical work on the formation of temporary concepts in children of senior preschool age

2. 1 Introducing children to the parts of the day

When introducing children to the parts of the day, it is enough to limit themselves to correlating the correct designation for each of the parts of the day (morning, afternoon, evening and night) with an appropriate period of time and teach to determine this period by its characteristic activity and external signs. Begin the development of ideas about time in early preschool age by distinguishing individual parts of the day, and in middle group on this basis, show the sequence, alternation of parts of the day and the day as a whole (one day replaces another, and a new day comes).

To familiarize children with the parts of the day, you can use a set of four pictures that depict the types of activities characteristic of each part of the day. The pictures must be shown to the children one by one and the question asked: “When does this happen?” Based on the content of the activity shown in the picture and some objective indicators, children must determine and name the time.

Even children of the first younger group try, and quite successfully, to determine the time of a well-known and constantly repeated activity. Trying to determine the time of action, kids mostly call day and night. If the pictures show any active activity in daylight, children say it is day; pictures with twilight lighting or electric light, in the interiors of which there were beds, are defined as night. The concreteness of the thinking of children of the third year of life is expressed in the fact that they correlate the activity depicted in the picture with their personal experience, for example: “This happens when we go home from the garden. Mom and I go at night" (i.e. on a winter evening); “The boy is eating porridge. And I eat porridge during the day" [Richterman T.D. 2010. 34. 15].

The difference in mastering the skill of identifying and naming different parts of the day between younger and older children is insignificant. The point is that the names "morning" And "night" the child hears more often than others from adults both at home and in kindergarten. Typical objective indicators also contribute to the distinction between morning and night: light or darkness outside the window, sunrise or moonrise. All this helps children in the process of everyday life learn to more actively distinguish and name these parts of the day.

Distinguishing and naming day and evening as parts of the day makes it more difficult for children. The amount of knowledge about these concepts hardly increases from one age group to another. This is probably due to the fact that children hear these words less often, and the word "day" used in different meanings (a day as a day, as half a day and as part of a day). These periods of time are characterized by a variety of activities, their boundaries are vague, and objective indicators (in summer - for the evening, in winter - for the day) very relative. Therefore, in active words!

are children words "day" And "evening" are less common.

At the same time, the analysis shows that even if the words - names are not in the child’s dictionary, this does not mean that he has no idea about these periods of time. Words "day" And "evening" are often replaced by an indication of specific actions being performed at a given time (“The day is when we have lunch” , “Evening - when mom comes for me” and so on.). Sometimes children found it difficult to answer the question: “When does this happen?” - and because they did not understand the meaning of the question word itself "When?" [Berezina Z. A., Mikhailova A. A. 1988. 128. 10].

Children in middle preschool age are already able to master the sequence and fluidity of time, but in the minds of many of them, the sequence of parts of the day has one constant point of reference - morning. In their minds, the day ends at night and begins in the morning.

It is necessary to include more objective indicators for recognizing parts of the day - the position of the sun at different times of the day, different levels of illumination of the earth and sky, as well as the different colors of everything around us at different parts of the day. Predominance can be shown blue color in the morning, yellow in the daytime, gray in the evening and black at night. The color sign will be able to serve as an indicator of different parts of the day, i.e. it will be possible to use color signs as models symbolizing one of the significant signs of each part!

day - its color scheme.

When preschoolers master the skill of distinguishing, naming parts of the day and determining their sequence, the following features are noted:

1. unevenness in mastering the names of the parts of the day;
2. allocation earlier to those parts of the day that are more often called adults are associated with characteristic species activities and have specific signs;
3. correlation of indicators of parts of the day with one’s own experience of life and activity;
4. determining the sequence of parts of the day, usually starting in the morning.

Time is perceived by the child indirectly, according to some specific signs. But these specific signs (“Morning is when it’s light and the children go to kindergarten” , “Night – when it’s dark, children and adults sleep” ) unstable, they depend on the time of year, on the geographical location of a particular place. It is necessary to take into account the child’s individual experience when determining the parts of the day. Signs of the night (it’s dark, everyone goes to bed) may not be typical for children whose parents work shifts. Therefore, the individual characteristics of everyday life must be taken into account when teaching children to distinguish between parts of the day.

The specific determinant of time for children is, first of all, their own activity - “The development 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 [Richterman T.D. 2010. 42. 15].

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. Constant types of 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.

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. Due to the characteristics of this age, to determine each part of the day, we had to use activities that were as close as possible to the personal experience of each child.

2. 2 Introducing preschoolers to the calendar

In order to form in children initial concepts about the basic calendar units of time and give a correct interpretation of these measures, the teacher needs to know about the history of the origin of time measures.

To what extent do children master these measures of time, do they understand their real content, do they know the quantitative characteristics of each measure, the sequence and interconnection of the system of measures?

One of the examination methods can be an individual conversation, during which the child is asked the following questions: “What is the date today? How can I find out what date it is today?” In order to find out children’s knowledge about the days of the week, the following questions are asked: “What days of the week do you know? What day of the week is it today?

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 the activity, and the emotional experiences that arose in connection with its content on different days of the week.

Other days of the week are often confused, the name of one day of the week is replaced by another, or instead of the day of the week they call the month, time of year, and even some holiday, or they say "Today" , "Tomorrow" [Richterman T.D. 2010. 35. 15]

A game "Yesterday Today Tomorrow" , exercise "House of Days" Sivareva T., Fun mathematics lessons: game activities for preparing for school. – Minsk: Modern school, 2010.

Having some specific ideas, children find it difficult to correlate them with the desired concept. Their knowledge about different time periods is inaccurate and not systematized in any way. Even in older groups, as a rule, children cannot name all the days of the week.

Children know the previous, past day better than the present, not to mention the future.

The order of the individual days of the week is learned relatively easier by children when they know the names of all the days of the week in their sequence.

The unevenness in children’s learning of the names of the months, as well as the days of the week, is obviously explained by the different content of activities and emotional experiences, so some months are remembered more than others. Thus, September is associated with the transition to a new age group, with the beginning of the school year in schools, about which children hear a lot, March - with "Mom's holiday" etc. January, associated with visiting New Year trees, is often called by children as "New Year" .

As we see, children of senior preschool age, in the absence of systematic work to familiarize themselves with time and methods of measuring it, develop very fragmentary, inaccurate ideas about calendar time. Learning the names and sequence of days of the week and months is purely formal and is not associated with the formation of basic concepts about duration, capacity of measures of time, fluidity, irreversibility, change and periodicity of time. Information about individual time designations is superficial, outside the system of time relations. Awareness of temporal relations and the nature of children’s use of temporary measures are largely random, because they depend on what specific content each of the temporary standards is filled with.

There is no doubt that it is necessary to systematically familiarize children with the calendar in kindergarten. It will make it easier for them to navigate the surrounding reality, since the routine of life in kindergarten is built according to a specific plan associated with the days of the week. Children will learn which days of the week which classes are held, which will help develop their psychological readiness for classes.

With the help of the calendar, the onset of holidays that cause increased interest among children is determined. Familiarity with the calendar will also help you understand the sequence of seasons with which the seasonal changes that are the subject of study are associated.

In older preschool age, cognitive interest in different parameters of time also develops, which is the strongest motive for learning. At 6–7 years old, a child is interested in the duration of a particular phenomenon, the quantitative characteristics of time measures, and time measuring instruments.

Finally, familiarity with the calendar is necessary in terms of preparing children for school, for a firm schedule of classes by hour and by day of the week.

Mastering knowledge about calendar time standards involves:

1. the child masters the ability to measure time using generally accepted time measuring instruments;
2. formation of ideas about time standards, their quantitative characteristics and duration;
3. awareness of the dependence between the individual links of this complex system of time standards.

We believe that children should become familiar with the calendar in the older group, because at this age they already have the necessary stock of quantitative ideas, they are already familiar with the length of the day. The day can serve as a starting point for getting to know the week and month. It is already possible for children in the older group to be given comprehensive knowledge about the dates of the month, days of the week, week, and months. In the preparatory group, continuing this work, you can give knowledge about the calendar year.

2. 3. The result of practical work on the basis of MBDOU "Kindergarten No. 69 EMR Saratov region"

We conducted a survey of preschool children in order to identify the possibilities and features of establishing a sequence of arrangement of the proposed links, connected by various order relations.

Children participated in the experiment (10 people) senior group MBDOU "Kindergarten No. 69 EMR Saratov region" . 4 series of experiments were carried out.

In the first series, children were asked to establish a sequence of familiar activities in their daily routine. First, tell us what they do in kindergarten in the morning, when they come, and then what. Then arrange the seven pictures in order (pictures depicting children arriving at kindergarten, exercise, washing, breakfast, dressing and walking).

The second series revealed the ability of children to establish the sequence of changes in a person by age (arrange two sets of pictures in order: baby, schoolgirl, woman, old lady; baby, preschooler, schoolboy, man and old man).

In the third series, children established the sequence of transformation of an object during the construction process (how a paper stool is made sequentially from a sheet of paper). Based on their awareness of the logical connection between the states of one object, the children put in order the five parts that were obtained in the process of making a stool.

In the fourth series, children were identified to understand the cause-and-effect relationships that connect the story episodes suggested in the pictures, and, guided by these relationships, to establish the order in which they follow.

Thus, the children established a temporal sequence between links connected by various relationships.

In all series of experiments, the same types of errors were found when children violated the sequence. Thus, first of all, the choice of reference point was violated. In first place was the link that had the strongest emotional impact on the child. This type of error most often led to a violation of the sequence of all other links.

The next type of typical violation is the isolation of one link. Children put a link in first or last place, and placed the remaining links in the proper order. This was influenced by the emotional role, the significance for the child of the selected link (For example: “Grandma is in charge, I’ll put her down first.” ) , or a link that does not carry a specific content for the child (for example, when establishing the sequence of making a stool, a blank sheet of paper was first left and then added at the end). Thus, we came to the conclusion: when developing the ability to establish a sequence in time, it is necessary to use material in which the identified links are approximately equivalent in content and emotional impact.

Skipping a link is another type of sequence violation. Children skip a link without including it in the material arrangement system. Thus, when establishing the sequence of manufacturing the stool, a cube was produced, since it differed from other parts in volume.

Grouping of adjacent units was also allowed. First, small groups are grouped into pairs. At the same time, relationships are highlighted "earlier - later" (we wash ourselves - have breakfast, get dressed - walk) or relationship "older - younger" (grandmother - mother, preschooler - schoolchild).

Some children, establishing a reverse sequence in time, introduced their own logic of subordination of links.

There was also a complete rearrangement of all links, when preschoolers did not understand the essence of the task or replaced it with another, more familiar one. (for example, put pictures in a row). When justifying the order they established, they said: "So beautiful" , “So that it can be seen” .

So, we observed the same type of errors made by children when establishing the time sequence. And since the nature of errors and their number in different tasks performed by children of different age groups generally coincides, we can talk about the typicality of the identified violations in determining the sequence in time by preschool children [Bortnikova, E. 2012. 15. 20]

The total number of mistakes made by children proves the need to introduce into their work process special techniques for isolating, establishing and restoring the time sequence in the proposed content. The nature of the violations of the sequence indicates the way in which preschoolers develop the ability to organize links.

Symbol cards must correspond to the content of the sequentially arranged material. For example, in a complex of morning exercises, exercises are done in a certain sequence and can be schematically depicted on cards in the form of arrows showing the direction of movement of the hands, or triangles, the vertices of which symbolize squats, turns, jumps, etc. Symbols can be depicted in the form of such diagrams in the application.

To convey the sequence of the child’s actions in design, applications on cards can be depicted with a brush, scissors, a bent, cut sheet of paper, etc.

In our experiment, this was carried out like this: after the morning exercises, the teacher explained to the children that these exercises would be performed in the same sequence in the following days. To remember which exercise to do first and which one after, we made cards on which these exercises were drawn. We reviewed all the exercises with the children.

The cards were placed on an arrow, which has a beginning and you can see the movement towards the tip to the right. Together with the children, the teacher established the sequence of exercises by arranging the cards in order.

The next day, before the start of gymnastics, the children repeated the sequence of exercises using cards placed on the boom.

When performing the exercises, the children controlled the sequence according to the model. In the following days, before the start of gymnastics, the preschoolers themselves installed the cards on the boom, finding a place for each exercise. If there was a difficulty, the teacher put the first card - a starting point, and the children continued the further row. Subsequently, the children independently reproduced the sequence of all the links on the arrow and freely reflected it in speech, using adverbs "at first" , "Then" , "earlier" , "Later" .

In the last days of the experiment, the children performed exercises from memory in the learned sequence, and then the accuracy of execution was checked using the model. As a result of mastering the sequence of performing the exercises, the time for performing gymnastics was reduced and the children themselves assessed the use of the model with approval.

Subsequently, the arrow was used when it was necessary to establish a sequence on music lessons when learning songs, dances, in classes on design and appliqué, on examining and telling stories from paintings.

By this time, the children had already understood the principle of depicting the sequence on the model and immediately caught it when the teacher explained it, helping to arrange the cards in order. According to the model, children easily reproduced the sequence in work and in stories.

The stages of work can be as follows:

• explanation of the material in the required sequence;
• reproduction of the sequence on the arrow by the teacher, and then, as training progresses, by the children themselves. When performing a task, be guided by the sequence shown on the boom;
• children themselves establishing a sequence on the arrow; restoration by children of a broken sequence;
• execution of the task in sequence followed by verification against the model.

As a result of this work, the children's attention was drawn to the identification of the time sequence, and they themselves began to look for it in any content. Elements of time assessment have appeared.

Even a small experience of working with preschoolers in establishing a time sequence has shown that it is enough to highlight and visually present it to children, practice them in independently establishing the order of the links, teach them to use the model, how they independently begin to use this method and isolate the sequence in any proposed content. The ability of preschoolers to establish time sequence develops their confidence, independence and ability to plan activities.

Conclusions. To recognize parts of the day by older preschoolers, it is necessary to correlate the correct designation for each part of the day. (morning, afternoon, evening and night) with an appropriate period of time and develop the ability to determine this period by its characteristic activities and external signs.

When introducing children to the calendar, it is necessary to build a system of work in such a way that they, by actively working with the materials of the calendar model and experiencing the duration of all presented periods of time, consciously master the standards of time.

The ability to determine a date on a calendar and especially to name the days of the week develops gradually in children.

As part of the preparation of the final work, a preliminary diagnosis was carried out and a diagnostic table was compiled for studying the temporal representations of children of the senior group of MBDOU "Kindergarten No. 69 EMR Saratov region" (see table No. 1).

Evaluation of results

1 point – the child independently copes with tasks and answers questions correctly;

0.5 points – the child copes with tasks with the help of a teacher;

0 points – the child did not cope with the tasks.

Table 1. No. Name of the child Duration 1,3, 5, 10 minutes Completing three tasks in one minute Starting the task themselves at the appointed time Revealing knowledge about the days of the week Researching the concept of Month, their numbers Orienting children by the days of the week and seasons Result

1. Faith 0.5 0.5 0.5 0 0.5 0.5 2.5
2. Vlad 0 1 0.5 1 0.5 0 3.0
3. Sveta 0.5 1 0 0.5 0.5 0.5 3.0
4. Oleg 1 0.5 1 0.5 0 0.5 3.5
5. Inessa 0.5 0.5 1 0 0.5 0.5 4.5
6. Valentin 1 0 0 0.5 0.5 0.5 2.0
7. Vladik 1 0.5 0.5 1 0.5 1 4.5
8. Sergey 0 0 1 0.5 1 0.5 3.0

As already mentioned in previous chapters, the method of working on the formation of temporary representations in children requires development. It is necessary to analyze the difficulties that arise when mastering time concepts in children with normally developing children and children with intellectual disabilities, and to determine ways to improve the efficiency of work at this stage. IN primary school The study of temporal representations begins in the first grade. Children already have a basic understanding of time. Many people know that a week consists of 7 days. They operate consciously with words such as “one day”, “two days”, etc. But we must keep in mind that children understand this word “day” differently: one day is one day and day is the bright part of the day in difference from evening, night, morning. And, starting from the 1st grade, it is immediately necessary to begin comparing familiar time intervals that are often encountered in children’s experience. Familiarity with units of time helps to clarify time concepts in children. Knowledge of quantitative units of measurement helps to compare and evaluate the duration of periods of time expressed in certain units of time. Units of time such as month and year, day, hour and minute are studied in 2nd grade, and century and second - in 3rd grade. It is necessary to form in children specific ideas about each unit of time.

To prepare children for the perception of units of time, it is necessary in 2nd grade to continue systematic work with the calendar, begun in 1st grade. When summing up and generalizing observations, it is useful to draw children's attention to the sequence of months and the number of days in each month. When writing dates in notebooks, you should also frequently ask questions to determine the sequence of months. For example: today is October 1st, and what was the name of the previous month? What month is next after October? etc. When introducing children to the month and year, the teacher uses a calendar sheet. Using it, children learn and remember the names of the months and the number of days in each month. Immediately, months of equal length are identified, and the longest is noted. short month in the year - February (28 or 29 days). Using the calendar, students determine the serial number of the month, set the day of the week, and determine which days of the month certain days of the week fall on (for example, on what day of the week will the May 9 holiday be this year).

Using a calendar, students solve problems to find the duration of events. For example, how many days is spring break and how many months is summer break? The teacher calls the beginning and end of the holidays, and the students count the number of days and months on the calendar.

The concept of a day is revealed through concepts close to children about the parts of the day - morning, afternoon, evening, night. In addition, they rely on the representation of a time sequence: yesterday, today, tomorrow. The teacher asks them to list what they were doing from yesterday morning until this morning, and what they will do from the evening until tomorrow evening. Such periods of time, says the teacher, are called days. Children determine how many days pass from yesterday evening to tomorrow evening, etc. They explain the proverb: “Day and night - a day away.” Next, you can carry out similar work on the calendar.

The hour and minute are discussed next. Specific ideas about the corresponding periods of time are also formed through the practical activities of children, through observations. So, an hour is the duration of one lesson and recess. To experience 1-minute time, exercises are included to help children learn what can be done in 1 minute. For example: how many examples can you solve, or how far you can walk in 1 minute. It is appropriate to explain the meaning of the proverb: “A minute saves an hour.” At the very first lesson on getting to know the hour and minute, the relationships between measures of time are communicated: 1 day has 24 hours, 1 hour has 60 minutes. Exercises are included to consolidate.

An important point at this stage is to become familiar with the watch. In order for children to learn how to set the time on a clock, it is useful to make a dial with moving hands in advance during labor lessons and, using this model of a clock, perform practical tasks. The teacher explains how to tell time and shows a model of a clock. Using a clock model, problems of determining the duration of an event are solved. A table of measures that should be hung in the classroom for a while, as well as systematic exercises in converting named numbers expressed in measures of time, helps to master the relationships between units of time.

In grade 3, the table of time units is replenished - students become familiar with the century and second. Children get a specific idea of ​​the duration of a second based on observation (they establish what can be done in 1 second).

A century is the largest of the time units considered. Children can get some idea of ​​the duration of a period of time of 100 years by comparing their age and the age of loved ones. Knowledge of the system of time units is expanding.

Children learn that the basic units of measurement are the day - the time during which the Earth makes a full revolution around the Sun. From these basic units all others are formed.

In grade 3, the simplest cases of addition and subtraction of compound named numbers expressed in units of time are considered. The conversion of numbers is performed simultaneously. To prevent errors in calculations, it is recommended to give calculations in comparison more often.

Just like in grade 2, problem solving is used to develop temporal representations.

In connection with the study of this topic in the 3rd grade, it is useful to conduct an extracurricular activity in which to set the task - to expand children’s knowledge about time and its measurement, to awaken interest in this material.

Children with intellectual disabilities differ in many ways from typically developing children.

In the correction classes of the auxiliary school, work is also carried out to study time concepts in such children. The study of temporal representations in children with intellectual disabilities begins in the 1st grade. Children already have some ideas about time, but they cannot say, explain and apply this knowledge.

The purpose of the formation is to work aimed at increasing the efficiency of learning time representations in the classroom.

Specific information about time concepts such as day, night, evening, morning, seasons, days of the week and month is obtained not only in mathematics lessons, but also in lessons on speech development and familiarization with the outside world, etc. Training is carried out in all lessons. Much attention is paid to the formation of ideas about the seasons; practical classes and excursions were conducted to observe seasonal changes in nature and in people’s lives. The acquired knowledge was consolidated in drawing, manual labor, and music lessons.

Mastering this knowledge helps children with severe intellectual disabilities understand the meaning of changes occurring in nature and in people’s lives related to the concept of time and prevent difficulties that arise in determining this or that time of year according to certain time parameters.

Children with severe intellectual disabilities develop an idea of ​​the names of the months of the year, the ability to determine their sequence, as well as the sequence of seasons.

The concepts of day, hour, and minute are also studied. But all this is given to children with great difficulties. Assimilation of the material occurs only in the process of practical activity, using various forms visuals: pictures with images of day, night, evening, morning; pictures with different seasons, a model of a clock with moving hands, etc. Reinforcement takes place in the form didactic games, in the lessons of speech development, drawing, music. As a result of this, children become convinced and remember how many different phenomena and events are associated with the seasons and time in general. Children with mental retardation, just like normally developing children, reinforce material in mathematics lessons different types exercises. For example: what can be done in one minute, in one hour, etc. The teacher explains what a day is, how many days there are in a week. Such children have difficulties in the process of learning temporal representations. They need to conduct more activities that form ideas about time. The material is repeated several times over two or three lessons to consolidate knowledge in memory. And the memory of children with intellectual disabilities is known to be weak; it needs to be nourished more often.

An example of a didactic game.

Didactic game "catch - name."

Target. Fixing the names and order of the seasons, months and days of the week.

Equipment. Ball.

Move. The teacher throws the ball to the student and says: “Winter, what about it?” The student must return the ball with the word "spring". The teacher, saying: “Spring, what’s next?” throws the ball to another student, and the months and days of the week are repeated in the same way.

Didactic game "relay race".

Target. Consolidating knowledge about the seasons, improving the ability to construct a simple sentence.

Equipment. The baton is a relay race.

Move. The teacher names a season and gives the stick to one of the students. The person who received the wand must name some sign of this

season and pass the baton to any comrade. He indicates another sign of the same time of year. The correct name of the attribute and the design of the sentence are scored with a chip.

At the end of the game, the number of chips is counted and the winner is declared.

In elementary school, the method of forming temporal representations in younger schoolchildren and children with mental retardation is carried out strictly in the sequence provided for by the school curriculum. The teacher should try to eliminate the difficulties that arise during the learning process at the initial stage of studying the topic. Pay more attention and conduct individual lessons with those students who have difficulty understanding specific concepts or generally mastering the material.