Methodology for the development of temporal representations of preschoolers in different age groups. The development of temporal representations in preschoolers

The ability to navigate in time gives children the opportunity to successfully develop, master various activities, learn about the world around them, since the level of development of temporal representations is one of the important indicators of children's intellectual readiness for school.

Purpose To create the necessary conditions and a system for effective work with preschool children on the formation of temporary ideas.

Tasks

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

Learn to reproduce a fixed sequence in time of various interrelated events and processes.

To develop the ability to determine and feel the periods of time, to keep track of time in the course of their activities, to appreciate it and not to waste it.

To arouse in children an interest in the accumulated experience of mankind in comprehending time through specific historical facts.

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

Ensure success in school.

In parallel, children need to develop a sense of time, begin to introduce the duration of such measures of time as 1 minute, 3, 5, 10 minutes, half an hour and an hour.

Human life is closely related to time

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

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

Children with speech pathology should be introduced to temporal representations in stages, starting from the middle group, in the following order:

Average age:
- To acquaint with the meaning of the words: morning, evening, day, night.
- Exercise in the ability to navigate in the contrasting parts of the day: day-night, evening-morning.
- Give a general idea of the seasons.
Senior group:
Expand ideas about 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, know their distinctive features.
To give elementary ideas about time, its fluidity, periodicity, irreversibility.
Be able to name successively all the days of the week, the sequence of months, seasons.
Exercise in the ability to use words - concepts: first, then, before, after, earlier, later, at the same time.
Distinguish 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” the 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.

Acquaintance of preschoolers with units of time measurement should be carried out in a strict system and sequence, based on visual aids, didactic games. On the basis of 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 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 considered, which depict the activities of people in the daytime and at 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.

Examining the pictures is accompanied by an explanation of the teacher.
“The day has day and night. It's light during the day. During the day, classes are held in kindergarten, you can play, walk, daytime sleep. What are you doing during the day?
- It's dark at night. Almost all people are asleep. What are you doing at night? (Sleep).
Evening comes when the day ends and it starts to get dark outside. What do you do in the evening? (Coming back from kindergarten, walking, watching TV, getting 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 it happen?" According to the content of the activity shown in the picture, and some objective indicators, children must determine or name the time.
“Put the pictures in order” (laying out the sequence of events). "Name the neighbors."

A positive effect is the use of the graphical model "Day", on which the parts of the day are marked in different colors, as well as work with the table "Mode of the day".

The teacher tells the children:

The earth revolves around the sun and rotates around its own axis. To be clearer, look at this globe. (Invites the children to pay attention to the globe. There is a table lamp next to the globe. 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 does the sun's rays fall?
- What time of day is it?
- 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 concrete definition of time for children is their own activity. Therefore, when teaching children, it is necessary to saturate parts of the day with specific essential signs of children's activity, naming the appropriate time.

To consolidate, you can conduct a generalizing lesson "Day" (see appendix).

Times of Day

Morning day

The dawn rises over the river, the sun is high in it
The rooster crows in the yard. Far from sunset
The kittens wash themselves, the mouse drags the grain into the mink.
Guys wake up. The kid is learning the alphabet.

Evening night

The sun is red. The stars are burning in the sky.
The squirrel hides in a hollow. Birds sleep and fish sleep.
Sandman is coming to visit us, Flowers are sleeping in the garden in the beds,
He carries the story with him. Well, we are in our beds.

Name the time of day:

In the meadow the flowers woke up, the cat laps milk,
We stretched in our beds. Compote is waiting for us in the kitchen.

The birds began to sing quieter, Mice rustle behind the wall,
We sat down to watch a movie. Sleep toys and children.

As you get the concept day, you can proceed to get 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 holding the following conversation with the children, which will help clarify the idea of the days of the week, the meaning of their names:

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

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

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

"Find a Pair"
"Find Neighbors"
"Whose week will gather faster."

How to remember the days of the week(counter)

- Tell us - to us, animals,
How to remember the days of the week?
The first one is MONDAY
Bunny - needlework
For him comes TUESDAY,
The nightingale is a bully.
After Tuesday - WEDNESDAY
Chanterelle's food
After Wednesday - THURSDAY,
The wolf's eyes sparkle!
Behind Thursday to us FRIDAY
The kolobok rolls.
After Friday, SATURDAY
Bath at the raccoon.
After Saturday SUNDAY,
We have fun all day long.
Who does not know - come out!
Who does not know - that drive!

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

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

Work with proverbs and sayings /December ends the year, and begins the 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 Wishes", a poem by S. Ya. Marshak "We open the calendar - January begins." IN AND. Dal "The old man is a one-year-old".
Didactic games "Name the season", "When does it happen?".

Seasons

WINTER comes first to us, After winter - the second - SPRING.
She leads the new year. They say: "Spring is red."
The third - SUMMER is all in colors And the fourth AUTUMN ...
And with raspberries on the bushes. Les threw off his outfit.

Name the season

I got up on skis Badger, Blue thawed patches
The badger is cheerful. On the forest path.
Picked up his backpack, threw Bunny boots
And rushed off to school. And put on boots.

Knows the blue moth, On the prickly hedgehog
What looks like a flower. Leaves fall in circles.
It is pleasant for a moth to fly, It will wrap itself in leaves
Pussies are fun to play with. And see a sweet dream.

At senior preschool age, we begin to develop a sense of time, first at an interval of 1 and 10 minutes. Receptions:

Determine the end of the hourglass activity (do something in 1 minute, controlling the hourglass time).
Follow the stopwatch: how many laps the arrow will make.
Draw circles on a sheet for 1 minute, count how many circles I managed to draw.
Calculate how many things can be removed from the doll in 1 minute.
Sit for 1 minute, when it seems that a minute has passed, raise your hand.
In the reception room, children are dressed in one minute.

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

Familiarization with a 10-minute interval can be carried out in the classroom for fine arts and physical education classes:

It is proposed to draw a pattern on a vase in 10 minutes.
Perform physical exercises 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 the order in which they follow;
About the seasons, their characteristic features;

Download:

Preview:

Formation of temporary representations in preschool children.

A game "When does it 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? Consider the drawings. When does it happen? Why do you think so?

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

Time to sleep! The bull fell asleep

Lie down in a box on a barrel.

Sleepy bear went to bed

Only the elephant does not want to sleep ... A. Barto

The night has come

You are tired, daughter.

Legs have been running since morning.

It's time for the eyes to sleep.

The bed is waiting for you

Sleep, sweetie, baby.

N. Voronko

I got up - you don’t know right!

Washed up to the waist

Made my bed

And even comb the braids

She didn't get lazy.

S. Baruzdin

2. Game "Name 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 in the morning and go to bed...

We sleep at night, and wake up - ...

This game can be played outdoors. Instead of a ball, use a snowball or a cone.

Children remember and name faster morning and night. The fact is that children often hear the names "morning" and "night" from adults, both at home and in kindergarten. “Good night”, “Good morning!” - Mom often says, and the teacher invites: “Come to kindergarten tomorrow morning.” In addition, morning and night are characterized by constant activities (getting up, dressing, exercising, sleeping at night). Distinguishing and naming day and evening, as parts of the day more difficult for children. This is probably due to the fact that children are less likely to hear these words. In addition, the word "day" is 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, objective indicators (in summer - for the evening, in winter - for the day) are very relative. Therefore, in the active vocabulary of children, 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 game exercises

subsequence, change of day.

Sample questions for the conversation:

Does anyone work at night? If yes, then who?

What do children do at night at home?

What do they do in the morning at home 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 the children have learned to determine the parts of the day for a variety of activities, their attention should be focused on objective indicators that symbolize time (the position of the sun, the degree of illumination of the earth, the color of the sky, etc.) Models can be used (morning - pink square, day - yellow, evening - gray, night - black).

1. Exercise with pictures "Put the pictures in order."(Morning afternoon Evening Night)

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

I will put a picture where the night is drawn. Which ones will you put next? Etc.

2. (See above).

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

During the day you dine, and in the evening ...

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

If it's daytime, then it will be after...

If it's day now, then what was before...

3. Game "Journey in the morning, afternoon, evening, night."

Children go on a trip in parts of the day. Getting into one of the parts of the day, the children tell what people (animals, birds) are doing at this time of the day. You can create a game situation. For example, Dunno got lost in parts of the day. The kids help him get out.

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

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

Games and play exercises for children

In the senior group, when children already have 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 day, that the report of the sequence of parts of the day can be carried out starting from any of them. To consolidate the concept of parts of the day, you can conduct a conversation with children on the following questions:

Remember what you know about days.

What time of day is it now?

What parts of the day do you know?

How do you know it's already night?

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

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

Game "When does it happen?"

Game "Name the missing word."

3 . Game "What are we doing?"Children become 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 leader's task is to guess what the players represent. The game then continues, but the question is asked about other parts of the day.

Complication: not an adult guesses, but one of the children.

4. The game "Name the neighbors."

The child is invited to name the neighbors of the parts of the day. For example, name the neighbors in the morning. (For part of the day - morning 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 leader throws the ball and begins the sentence: “We were drawing ...” The child who caught the ball completes the phrase, answering the question “when?”

Sample phrases:

We will go to the pool ... (today).

We will draw ... (tomorrow).

The musical 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. The kids fix it.

Sample phrases:

Yesterday we will draw a fairy tale.

Tomorrow went for a ride down the hill.

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 in the window

And woke up right away

Little Antoshka.

When does it happen?

(in the morning)

The sun rises bright

Cockerel sings in the garden

Our children wake up

They are going to kindergarten.

When does it happen?

(in the morning)

When the cockerel

Gets up first,

The sun is calling to meet.

(in the morning)

Pedestrians rush to sleep

You won't see guys anywhere.

And only factories, stations,

Clocks and machines don't sleep.

(evening)

The stars in the sky lit up

The boys fell asleep.

Evening, day rushed away.

They have been replaced...

(night)

Meadows sleep, forests sleep,

Fresh dew has fallen.

The stars are burning in the sky

In the river, the streams say

The moon looks out the window to us,

Tells small children to sleep.

(night)

The sun is shining brightly in the sky

The children went for a walk.

When does it happen?

(afternoon)

Born with the dawn

The more it grew

The less it got.

(day)

The sun rises bright

Cockerel sings in the garden

Our children wake up

They are going to kindergarten.

When does it happen?

(in the morning)

It began to get dark outside the window,

The birds began to sing softly.

Need to put away toys

Mom invites everyone to dinner.

When does it happen?

(In the evening)

A black swan across the sky

It scatters a miracle - grains.

Black called white

White grain pecked.

(day and night)

Introduction to the time of year.

With the time of the year, you can introduce children already in the younger group. For this purpose, observations are used during a walk, reading poems, stories, fairy tales, guessing riddles, as well asviewing various illustrations.

When does it happen? Consider pictures. What do you see on them? Why do you think so? List the characteristics 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 paint sorceress took

I painted the leaves, removed them from the branches.

Midges hid to sleep until spring,

The birds were sent to warm countries.

What kind of sorceress, you tell me?

(autumn)

I bring the harvest

I sow the fields again

I send birds to the south.

I undress the trees

But I don't touch the pines

And Christmas trees. I - ... (autumn)

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

I cover the whole earth, I whiten fields, 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 fall like rain.

Rustle underfoot

And fly, fly, fly.

(autumn)

I open the buds into green leaves,

I dress the trees, I water the crops,

Full of movement. My name is …

(spring)

I am woven from 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.

"When does it happen?"Children are offered pictures on which different seasons are drawn. The teacher names one of the seasons, the children raise the corresponding picture and explain their choice.

"Put the pictures in order."On the table are 4 pictures depicting the seasons. Children are asked to arrange all the pictures in order.

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

What seasons do you know?

How do you imagine winter?

(Snowy, frosty, with ice and snowdrifts. The sun does not rise high, it warms weakly. Snow is falling.)

And what happens in winter with water in rivers, lakes, ponds?

How do animals adapt to winter?

What season comes after winter?

What signs of spring do you know?

What season comes after spring?

What proverbs do you know about summer?

Introduction to the calendar.

At 5-6 years old, children already have the necessary supply of ideas, they are already familiar with the length of the day. Days can serve as a starting point for getting to know the week and month. It is already possible for children of the older group to give knowledge about the days of the month, the days of the week, the week, and the months in a complex. In the preparatory group (6-7 years), 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 gives a visual idea of how the days are “going away”, the events are “approaching”. Tearing off the leaves, you can put them in a box with cells. 7 sheets are added to one cell - 7 days of the week. The next - 7 more, and so on. At the end of the month, the number of days and weeks are counted. And at the end of the year, the number of months. The proposed allowance can serve as a model for the calendar year.

Games and game exercises for dating

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

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, midweek, Thursday is the fourth day, Friday is the fifth day, Saturday is the sixth day, and Sunday is the seventh. There are seven days in a week. When the child has learned the order of 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 what day it is today." - "Monday". - "And what day will be tomorrow?" - "Tuesday". Ask the 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 laid out face down on the table. The players choose any card, line up in order in accordance with the number. They have become the 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 weekends.

Guess the riddle, etc.

Puzzles:

There are exactly seven brothers

You all know them.

Around every week

Brothers walk one after another.

Say goodbye to the last -

The front appears.

There are seven brothers

Years equal,

The names are different.

Complicated version:Inverted numbers (two sets) lie in disarray on the table. Children move to the music, take the numbers from the table on a signal. The teacher invites them to line up "from Tuesday to Tuesday." "Weeks" line 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, what days of the week are you between? Etc.

The 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 say the previous day of the week.)

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

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

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

Games and game exercises for dating

children with months (5-7 years).

1. "Which word is right?"

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

Children answer: "February."

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

Month of spring ... (January, December, February, March ).

Season ... (March, April, evening, winter ).

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

2. Conversation with children.

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

Guess the riddle:

Came for the day

And he left after a year.

(New Year)

What is the last month of the year?

What holiday is celebrated this month?

When does the New Year come?

What happens when January ends?

And then?

How many months are there in a year?

List all the months in order.

3. "All year round."

Children form a circle. With the help of a rhyme, a leader is selected. The leader throws a ball to one of the players and asks: “January, what month of the year is this?” 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 the choice and formulation of various questions:

What month ends the year?

Can you 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 shuffles them. Players take cards and line up in order according to the number indicated on the card. They "turned" in 12 months. The teacher asks questions:

First month, what's your name?

Twelfth month, identify yourself.

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

Puzzles.

His days are shorter than all days,

All nights are longer than nights

To fields and meadows

Until spring, snow fell.

Only that month will pass -

We are celebrating the New Year.

(December.)

Pinches ears, pinches nose,

Frost creeps into boots.

You splash water - it will fall

Not water, but ice.

Turned the sun to summer

What, say, for a month is this?

(January.)

Snow is falling in bags from the sky.

There are snowdrifts from the house.

That snowstorms and snowstorms

They attacked the village.

The frost is strong at night

In the daytime, a drop is heard ringing.

The day has grown noticeably.

What, say, for a month is this?

(February.)

The sun is shining brighter

The snow is thinning, soft, melting.

The loud-mouthed rook flies.

What month? Who will know?

(March.)

Frost at night

Drops in the morning

So, in the yard...

(April.)

The fields are green,

The nightingale sings.

The garden is dressed in white.

The bees are the first to fly.

Thunder rumbles. Guess,

What month is this?

(May.)

The longest, longest day.

At noon, a tiny shadow

An ear blooms in the field,

The strawberry ripens

What month, tell me.

(June.)

Hot, sultry, stuffy day.

Even chickens seek shade.

The mowing of bread has begun,

Time for berries and mushrooms.

His days are the peak of summer,

What, say, for a month is this?

(July.)

Maple leaves turned yellow

Flew to the countries of the south

Fast-winged swifts.

What month, please.

(August.)

What month does summer end in?

And autumn begins?

(September.)

All the darker face of nature,

Blackened vegetable gardens.

The forests are bare

The bear fell into hibernation,

What month has come to us?

(October.)

The field is black and white

And it's getting colder

Winter rye freezes in the field,

What month, please?

(November.)

Preview:

Games for the development and refinement of temporal representations.

When working on the development of temporal representations, 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. The work is carried out in several directions.

1) Clarification of concepts about the basic units of time(parts of the day, season, 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.

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?The weather today is bad. It's cold outside. A strong wind blows, it rains almost all day. Bird cherry and lilac bloom.
Answer the question "When does this happen?"

Snow on the fields

Ice on the rivers

The wind is walking

When does it happen?(In winter.)

The sun bakes

linden blossoms,

Rye is ripening

When does it happen?(In summer.)

The snow is melting

The meadow came to life

The day is coming -

When does it happen?(In the spring.)

empty fields,

Wet earth,

The leaf is falling

When does it happen?(In autumn.)

The teacher offers to listen to the poem and find a picture that shows the time of day that the poet is talking about:

Pedestrians rush to sleep

You won't see guys anywhere.

And only stations, factories,

Clocks and machines don't sleep.

(S. Marshak)

If it's loud outside the window

The birds will chirp,

If it's so light all around

That you can't sleep

If you have a radio

Suddenly spoke

This means that now

... the morning has come

(B. Yakovlev).

"Name the neighbors":

Name the neighbors in the morning.

For part of the day-morning, neighbors are night and day, because before morning 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 will 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 days?"

- "What time of day is it now?"

- "What parts of the day are there?"

- "What comes after the evening?"

"How do you know it's night time?"

- "Name all parts of the day starting from the day?"

In this way, we show the 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 fluidity and continuity of time.

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

In the active dictionary, preschoolers often do not have the necessary words to indicate the age of a person (baby, child, teenager, youth, man, old man; girl, girl, woman, old woman). Age does not differ from child to 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 the boy was born before the girl, but she overtook him in height, then she will be “older”.

Children are given assignments.

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? Who and where do your parents work? Do you have pets? What is your favorite activity? What do you and your family like to do in your free time?
Consider photographs of the same person taken in different years. Now he is a grandfather. Which photo was taken first? Thus, the inclusion in the system of correctional work of tasks and exercises aimed at developing and clarifying spatio-temporal representations will contribute to the improvement of the lexical and grammatical component of speech, will positively affect the formation of non-speech processes (attention, memory, thinking), prevent the occurrence of graphic errors on letter.

The development of time by children is carried out in the interrelation of the sensual and logical: a developed "sense of time" implies knowledge of the system of units of its measurement. The improvement of time orientations in a child should be built on a solid sensory basis and contain time categories available for each age period.

Preview:

Advice for parents:

"Development of temporal representations in preschool children"

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

There is a need for constant systematic work on the formation of preschoolers' ideas of time.In the absence of systematic work on familiarization with time and methods of its measurement, very fragmentary, inaccurate ideas about calendar time are formed.

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

With the help of the calendar, the time of the onset of the holidays is also determined, which causes increased interest in children.

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

At the senior preschool age, a cognitive interest in various time parameters also develops. Children are interested in the duration of this or that phenomenon, the quantitative characteristics of the measures of time, instruments for measuring time.

At the senior 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 adults around them, but also with more objective indicators of time - natural phenomena (morning - the sun rises, it becomes brighter, etc.).At home, parents can talk with their children about what, when and in what sequence they and the adults around them do during the day.

As a visual material, you can use pictures, an observation calendar.

It is best if children fill out the weather calendar at preschool and at home with their parents.Children confuse such concepts as: yesterday, today, tomorrow because of 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 the classroom, children learn that the 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, tearing off a sheet together every day and saying that today is a new day. The sequence of the 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 himself take off the sheets of the calendar and add up a week from a day, a month from weeks. It is necessary to arrange a box where he will put the sheets of the calendar. The child will have a visual representation of the change of days, 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, it is necessary 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 adding up a new month.

With systematic work 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 vital for children to learn to navigate in time themselves: to feel its duration (to regulate and plan activities in time), determine, measure time (correctly spelled out) change the pace and rhythm of their actions. The ability to regulate and plan activities in time creates the basis for the development of such personality traits as organization, composure, purposefulness, accuracy, 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 takes place 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 there is time, show it to me" .

Therefore, in pedagogical practice, the question arises of how to show time to a child. Time is perceived by the child indirectly, through the concretization of time units and relationships in constantly recurring phenomena of life and activity. Children's ideas about such periods of time are more accurate, the skill of distinguishing which is formed on the basis of personal experience. Therefore, children should be introduced to such time intervals that can be used to measure and determine the duration, sequence, rhythm of their actions, various 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 world around them, 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, awareness of one's own life.

In the process of various types of activity, children are affected by a very complex set of stimuli, in which temporal relations 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 that demonstrate certain intervals of time and their relationship. Such activity creates the most favorable conditions for the formation of clear ideas about time.

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

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

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

Subject of study: psychological and pedagogical conditions for the formation of temporal representations in children of senior preschool.

The purpose of the work is to reveal the effectiveness of the conditions created by preschool teachers for the formation of temporal representations in children of senior preschool age.

The achievement of the goal will be facilitated by the solution of the following tasks:

study and analyze the literature on this issue;
to explore the features of methods for the development of temporal representations of preschoolers;
to reveal in practice the effectiveness of various methods for developing a sense of time in children of older preschool age.

The following methods have been 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 older preschool age.

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

Chapter 1. Psychological and pedagogical foundations for the development of temporary representations in preschool children

1. 1. Physiological basis for the formation of temporal representations in preschool children

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

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

At the age of 3–4 years, a close interaction of visual perception and motor actions is still preserved. 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 the subject 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 the object increases. When presented with drawings of people and objects as changing stimuli, it was found that the number of unnoticed changes at 5–6 years of age, compared with 3–4-year-old children, decreases twofold in response to faces and more than three times when presented with objects.

By the age of 6–7, 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 the age of 6, identification is based on the selection of a complex feature, it takes more time and depends on the number of images distinguished on its basis. During training, this time decreases and ceases to depend on the number of stimuli in the set. The mechanisms of such identification are associated with internal standards developed in the experiment. This testifies to the significantly increasing opportunities for the child to get acquainted with the outside world during preschool age, to the transition of the mechanisms underlying information processes to a qualitatively different level.

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

Approximately at the age of 4 years, there is a surge of the child's interest in the new, an active search for novelty, manifested in endless "Why" . The specificity of this period is that in addition to the preference for novelty that existed at an early age, the desire for diversity is added.

In the younger group, children's ideas about such periods of time as morning, afternoon, evening and night are clarified. Parts of the day are distinguished by the change in the content of their activities, as well as the activities of the adults around them in these periods of time. The exact daily routine, the strictly fixed time for the rise of children, morning exercises, breakfast, classes, etc. create real conditions for the formation of an idea of the parts of the day. The teacher names the period of time and lists the activities of the children corresponding to it: "It's morning now. We did gymnastics, washed ourselves, now we will have breakfast. . Or: “We had breakfast, worked out. It's day now. 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]

With children, they look at pictures, photographs depicting the activities of children and adults at different times. Gradually, the words morning, afternoon, evening, night are filled with specific content, acquire an emotional coloring. Children begin to use them in their speech.

Orientation in time develops in children mainly in everyday life. It is important that it be based on a solid sensual basis. The teacher clarifies the children's understanding of the parts of the day, linking their names with what children and adults close to them do in the morning, afternoon, evening, night.

Temporary concepts "Today" , "Tomorrow" , "yesterday" are relative; children find it difficult to understand. Therefore, it is necessary to use the words today, tomorrow, yesterday as often as possible and encourage children to do this. The teacher constantly turns to the children with questions: When did we paint? What did we see today (yesterday)? Where are we going tomorrow?" .

The meaning of words is quickly - slowly revealed with specific examples. The teacher draws the attention of children 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, condemns 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, the children of the older 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, it 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 to children of the appropriate content.

Starting from the younger group, the children developed orientation in time. In the preparatory group for school, they consolidate knowledge about such periods of time as morning, afternoon, evening, night, week, give an idea of the months, the guys remember their names. Knowledge of time standards, the ability to establish temporal relationships contribute to children's awareness of the sequence of events, the cause-and-effect relationships between them. Orientation in time should be based on a solid sensual basis, that is, the experience of the length of time in connection with the implementation of a variety of activities, differently emotionally colored, as well as observations of natural phenomena, events of social life.

Of great importance is how often children use the names of periods of time, measures of time in speech. 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 adults around them do during the day.

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, after that.

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

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

The children of the preparatory group are introduced to the name of the current month. They gradually remember the names of the months, 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, an understanding of the irreversibility of time. Only on this basis, it is possible to teach children to value and save time: regulate their activities in time, that is, speed up and slow down the pace of work, finish work or play on time. In this regard, children need to gain experience in perceiving the duration of time periods. The educator 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 attention of the children on how much time they give for this or that thing, 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 complete 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

In children of the older group, ideas about units and some features of time are consolidated and deepened. 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 which day of the week was yesterday, which today, which will be tomorrow.

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

In older preschoolers, it is necessary to form conscious concepts about the day. In the learning process, attention is drawn to the cyclic change of day and night. Nature itself suggested to people a way of dividing time according to the principle: day and night - day. For a correct understanding of the day, children must realize that the day can be conditionally 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 educator uses, first of all, observations, viewing plot pictures, as well as reading fiction, learning poems.

Familiarization with the days of the week already in the older 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, rest two days helps to understand the quantitative composition of the number 7 (days of the week).

In order for children to better learn the names of the days of the week, 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, Thursday is the fourth, Friday is the fifth, Saturday is the end of the week, Sunday is the day off. Conducted educational games: "Name the next day of the week" , "Name the Neighbors" , "Show the corresponding number" and etc. [Rikhterman T. D. 2010. 27. 15]. Challenge game "Dunno Week" , ball game "Catch, throw, name 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. Specifies the sequence of the days of the week. 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 today, and what will tomorrow be?”

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

In addition, in the older group, work is being done to form children's ideas about the seasons. At the same time, pictures and verbal material are widely used: stories, fairy tales, poems, riddles, proverbs.

With the seasons (seasons) it is best to acquaint in pairs: winter and summer, spring and autumn. The teacher asks: "What season is it now? What other seasons do you know? How many are there? That's right, the year consists of four seasons. Here is the circle. Let it be a year. Let's break it down into four parts." . Children look at parts of the circle. Each piece is a different color. The teacher offers to conditionally compare each part of the circle with a certain time of the year.

In the senior group, the teacher forms "sense of time" , understanding its significance in people's lives, the irreversibility of time. In this group, there is an opportunity to acquaint children with a three-dimensional model of time, by which they can understand the continuity, irreversibility, and symmetry of time.

All measures of time (minute, hour, day, week, month, year) represent a certain system of temporary standards, where each measure is made up of the units of the previous one and serves as the basis for constructing the next one. Therefore, the acquaintance of children with the units of measurement of time should be carried out in a strict system and sequence, where the 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 the children the essential characteristics of time: its fluidity, continuity, irreversibility.

Speaking about the structure of the child's temporal representations, three different aspects of these representations can be distinguished:

the adequacy of the reflection of time intervals and their correlation with activities (the ability to organize their activities in time);
understanding of 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

2. 1 Familiarization of children with parts of the day

When introducing children to the parts of the day, it is enough to confine ourselves to correlating the correct designation of each of the parts of the day (morning, afternoon, evening and night) with an appropriate period of time and teach to determine this period according to its characteristic activity and external signs. To begin the development of ideas about time in the younger preschool age with the distinction between individual parts of the day, and in the middle group, on this basis, show the sequence, changeability of parts of the day and the day as a whole (one day follows another, and a new day comes).

To familiarize children with the parts of the day, you can use a set of four pictures, which depict the types of activities characteristic of each part of the day. The pictures must be shown to the children one by one and ask the question: "When does it happen?" According to the content of the activity shown in the picture, and some objective indicators, children must determine and name the time.

Even the children of the first younger group try, and quite successfully, to determine the time of a well-known and constantly repetitive activity. Trying to determine the time of action, the kids call mostly day and night. If the pictures show any active activity in daylight, the children say that it is daylight; 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: “It happens when we go home from the garden. At night, my mother and I go (i.e. winter evening); “The boy is eating porridge. And I eat porridge during the day" [Rikhterman T. D. 2010. 34. 15].

The difference in mastering the skill of identifying and naming different parts of the day in children of younger and older age is insignificant. The point is that the names "morning" And "night" the child most often hears 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 moon. All this helps children in the process of everyday life to 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 volume 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, moreover, the word "day" used in different meanings (a day as a day, as a half of a day and as a part of a day). These periods of time are characterized by a variety of activities, their boundaries are vague, objective indicators (in summer - for the evening, in winter - for the day) are 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 absent 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 we have lunch" , "Evening - when my mother comes for me" and so on.). Sometimes the children found it difficult to answer the question: "When does it happen?" - and because they did not understand the meaning of the question word itself "When?" [Berezina Z. A., Mikhailova A. A. 1988. 128. 10].

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, the different strength of the illumination of the earth, sky, as well as the different colors of everything around in different parts of the day. You can show the predominance of blue in the morning, yellow in the daytime, gray in the evening and black at night. The sign of color will be able to serve as an indicator of different parts of the day, i.e., it will be possible to use colored signs as models symbolizing one of the significant signs of each part!

days - its color scheme.

When preschoolers mastered the skill to distinguish, name parts of the day and determine their sequence, the following features were noted:

unevenness in mastering the names of parts of the day;
earlier allocation of those parts of the day that are more often called adults, are associated with characteristic activities and have specific signs;
correlation of indicators of parts of the day with their own experience of life and work;
determination of 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 particular signs ("Morning - when it's light and the children go to kindergarten" , "Night - when it's dark, children and adults are sleeping" ) unstable, they depend on the season, on the geographical location of a particular place. It is necessary to take into account the individual experience of the child when determining the parts of the day. Signs of the night (dark, everyone goes to bed) may not be typical for children whose parents work in shifts. Therefore, the individual characteristics of everyday life must be taken into account in teaching children to distinguish between parts of the day.

The concrete determinant of time for children is, first of all, their own activity - “The mastering of time is accomplished slowly and is carried out only through the practical activity of the children themselves, when the educator specifically singles out this side of life in it” . Therefore, when teaching children, it is necessary to saturate parts of the day with specific essential signs of children's activity, naming the appropriate time [Rikhterman T. D. 2010. 42. 15].

Among the various activities that are repeated daily in the daily routine of the child, there are permanent ones that take place only at certain times: this is coming to kindergarten, exercising, breakfast, lunch, afternoon nap, etc. Permanent activities in the first place can 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 course with a certain name of the parts of the day by talking to the children about this activity and time or showing this activity in pictures.

Familiarization of children with parts of the day begins with the second younger group. At this age, it is necessary to teach children to distinguish and designate in words all four parts of the day. In connection with the characteristics of this age, to determine each of the parts of the day, we had to use an activity that was as close as possible to the personal experience of each child.

2. 2 Familiarization of preschoolers with the calendar

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

One of the survey methods can be used an individual conversation, during which the child is asked the following questions: “What is the date today? How do you know what date it is today? In order to clarify the knowledge of children 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?

Days of the week such as Sunday, Saturday, Friday, Monday, children know better than Tuesday, Wednesday and Thursday. Consequently, the names of the days of the week are assimilated by the child in connection with his life experience, the nature of the activity, the emotional experiences that arose in connection with its content on different days of the week.

Other days of the week are often confused, they replace the name of one day of the week with another, or instead of the day of the week they name the month, season, and even some holiday, or they say "Today" , "Tomorrow" [Rikhterman T. D. 2010. 35. 15]

A game "Yesterday Today Tomorrow" , exercise "House of Days" Sivareva T., Fun lessons in mathematics: game lessons to prepare for school. - Minsk: Modern school, 2010.

Owning 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 assimilated by children relatively more easily when they know the names of all the days of the week in their sequence.

The unevenness in children's assimilation of the names of the months, as well as the days of the week, is obviously explained by the different content of activities, emotional experiences, so some months are remembered more than others. So, 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 Day" etc. January, associated with visiting New Year trees, is often called by children as "New Year" .

As you can see, children of older preschool age, in the absence of systematic work to get acquainted with time and methods of measuring it, develop very fragmentary, inaccurate ideas about calendar time. Memorizing the names and sequence of days of the week, months is purely formal, not connected with the formation of basic concepts of duration, capacity of measures of time, fluidity, irreversibility, change and periodicity of time. Information about individual temporary designations is superficial, outside the system of temporary relations. The awareness of temporal relations and the nature of the use of temporary measures by children are largely accidental, because they depend on what specific content each of the temporal standards is filled with.

There is no doubt that it is necessary to systematically familiarize children with the calendar in kindergarten. It will facilitate their orientation in the surrounding reality, since the daily routine in kindergarten is built according to a specific plan associated with the days of the week. Children will learn what days of the week what classes are held, which will contribute to the formation of their psychological readiness for classes.

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

Finally, familiarity with the calendar is necessary in terms of preparing children for school, for a solid schedule of classes by hours and days of the week.

Mastering knowledge about calendar time standards involves:

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

We believe that children's acquaintance with the calendar should take place in the older group, because at this age they already have the necessary stock of quantitative representations, they are already familiar with the length of the day. Days can serve as a starting point for getting to know the week and month. It is already possible for children of the older group to give knowledge about the days of the month, the days of the week, the week, and the months in a complex. In the preparatory group, continuing this work, you can give knowledge about the calendar year.

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

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

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

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

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

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

In the fourth series, the children's ability to recognize the cause-and-effect relationships that connect the episodes of the stories suggested in the pictures, and, guided by these relationships, establish the order in which they follow was revealed.

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 the children violated the sequence. So, first of all, the choice of a starting point was violated. In the 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 violations is the allocation of one link. In the first or last place, the children took out any link, and the rest of the links were placed in the proper order. This was influenced by the emotional role, the significance for the child of the selected link (For example: “Grandma is the main one, I’ll put her first” ) , or a link that does not carry a certain content for the child (for example, a blank sheet of paper, when establishing the sequence of making a stool, was first left, and then attached at the end). Thus, we came to the conclusion: when developing the skills to establish a sequence in time, it is necessary to use material in which the selected links are approximately equivalent in content and emotional impact.

Skipping a link is another type of sequence violation. Children skip a link by not including it in the material layout system. So, when establishing the sequence of manufacturing stools, a cube was produced, since it differed from other parts in volume.

The grouping of adjacent units was also allowed. First comes the grouping of small groups into pairs. At the same time, relations "earlier - later" (wash - have breakfast, dress - walk) or relationship "older - younger" (grandmother - mother, preschooler - schoolboy).

Some children, establishing a reverse sequence in time, introduced their own logic of subordinating the 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). In justifying their order, they said: "So beautiful" , "To be seen" .

So, there was a uniformity of mistakes made by children in establishing the temporal sequence. And since the nature of errors and their number in different tasks performed by children of different age groups generally coincide, we can talk about the typicality of the identified violations of determining the sequence in time by children of preschool age. [Bortnikova, E. 2012. 15. 20]

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

Cards-symbols must correspond to the content of the sequentially placed material. For example, in the 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 actions of the child in design, applications on the cards, you can depict a brush, scissors, a folded incised sheet of paper, etc.

In our experiment, this was done as follows: 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 it, we made cards on which these exercises were drawn. All the exercises were reviewed with the children.

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

The next day, before the start of gymnastics, the children repeated the sequence of exercises according to the cards placed on the arrow.

When performing the exercises, the children controlled the sequence according to the model. In the following days, before the start of gymnastics, preschoolers themselves set the cards on the arrow, finding a place for each exercise. In case of difficulty, the teacher put the first card - a starting point, and the children continued the next row. In the future, the children independently reproduced the sequence of all 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 memory exercises in the learned sequence, and then they checked the accuracy of the performance using the model. As a result of assimilation of the sequence of exercises, the time for performing gymnastics was reduced, and the children themselves evaluated the use of the model with approval.

In the future, the arrow was used when it was necessary to establish a sequence in music classes when learning songs, dances, in design and application classes, in examining and telling pictures.

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

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 they learn, by the children themselves. When performing a task, be guided by the sequence shown on the arrow;
the establishment by the children of the sequence on the arrow; restoration by children of a broken sequence;
execution in sequence of tasks with subsequent verification by the model.

As a result of such work, the children's attention was drawn to the isolation of the temporal sequence, and they themselves began to look for it in any content. There are elements of a temporary assessment.

Even a little experience with preschoolers in establishing a time sequence showed that it is enough to highlight and visually present it to children, exercise them in independently establishing the order of the links, teach them how 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 a time sequence develops their confidence, independence and the ability to plan activities.

Conclusions. For senior preschoolers to recognize parts of the day, it is necessary to correlate the correct designation of each of the parts of the day (morning, afternoon, evening and night) with an appropriate period of time and to form the ability to determine this period according to its characteristic activity and external signs.

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

The ability to determine the date according to the calendar and especially to name the days of the week is formed in children gradually.

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

Evaluation of results

1 point - the child independently copes with tasks, correctly answers questions;

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

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

Table 1. No. Name of the child By duration 1.3, 5, 10 minutes Completing three tasks in one minute They themselves start the business at the right time Revealing knowledge about the days of the week Researching the concept of Month, their numbers Orienting children by days of the week and seasons Total

Faith 0.5 0.5 0.5 0 0.5 0.5 2.5
Vlad 0 1 0.5 1 0.5 0 3.0
Light 0.5 1 0 0.5 0.5 0.5 3.0
Oleg 1 0.5 1 0.5 0 0.5 3.5
Inessa 0.5 0.5 1 0 0.5 0.5 4.5
Valentine 1 0 0 0.5 0.5 0.5 2.0
Vladik 1 0.5 0.5 1 0.5 1 4.5
Sergei 0 0 1 0.5 1 0.5 3.0

Formation of temporary representations in preschool children

1.2 Features of the formation of temporal representations in different age groups

Junior preschool age

The concept of preschool education considers the formation of knowledge about the world around as one of the tasks of mental development. The development of spatial, temporal representations in the preschool period is a necessary condition for the development of thinking. Children's daily experience can be considered an internal logical base on which the child's understanding of time develops in the process of his participation in various activities. However, for the formation of ideas and initial concepts of time, it is not enough.

The lack of visual forms of time makes it difficult for preschoolers to form knowledge about its various intervals due to the peculiarities of the thinking of children of this age period. In order to solve this problem, scientists have developed and tested various methods and techniques for the formation of different time intervals in preschoolers: observing the activities of adults, natural phenomena, looking at pictures, didactic games and exercises, reading works of art, etc.

One of the effective methods of familiarization with temporal representations, scientists define modeling. To familiarize children of primary preschool age with the parts of the day, planar models are offered with one form of movement - linear (circles or squares of different colors). The child, setting out the individual elements of the model, remembers the names of time standards, their alternation, sequence. However, such properties of time as fluidity, irreversibility are out of his attention and keep him captive for a long time in an egocentric understanding of time.

At preschool age, the child's opinion is rapidly striving to penetrate the passage of time, to understand the irreversibility of temporal processes. Television, radio, communication with adults encourage the child to ask numerous questions. According to scientists (N.V. Lokot, K.V. Nazarenko, T.D. Richterman), a preschool child has sufficient cognitive abilities to master the initial concepts of time.

However, illustrations, photographs, paintings cannot fully reflect the properties of time, since they are characterized by static, discrete, more pronounced subjectivism. The linear and circular model does not reflect all the properties of time.

A. Funtikov developed a three-dimensional model. She believes that the more accurately the models can convey the properties and features of time, the more fully the reflection principle will be implemented, and knowledge of time is closer to objective and reliable, and therefore to an adequate reflection of reality. However, these models are recommended for older children.

This situation has developed due to the fact that the traditional educational process is based on formal logic. It is limited to understanding a stable object behind its emergence and establishing formal links between its components. To understand the properties of time (fluidity, irreversibility, periodicity), it is necessary to organize the educational and cognitive process on the basis of a dialectical system that explains the development, formation, construction, construction of certain objects and phenomena. Dialectics makes it possible to explain the emergence and formation of a formal-logical system, and this is its advantage.

Therefore, the prospects for further research in the direction of research lie in the development of a system of work to familiarize younger preschoolers with the parts of the day in the context of dialectical logic. The main task will be to create a model that reflects the transition of one part of the day to another. That is, it is necessary to highlight the criteria by which children will establish causal relationships and trace changes in the surrounding reality.

Middle preschool age

Children 4-5 years old relatively accurately determine small periods of time, the content of which they have an idea based on personal experience, for example, they know that after a day off there is a music lesson or a math class.

Children experience particular difficulties in mastering transitional time. The event that happened today, tomorrow becomes that time, which is already called the word yesterday. What was called the word tomorrow, the next day is called the word today. Children 3-4 years old often ask questions: "Tomorrow is not tomorrow, but today?" - "How was it today, but what happened yesterday?" To understand the meaning of the words yesterday, today, tomorrow, it is necessary to understand first of all the change of day. Children, with proper guidance from adults, can already understand the meaning of the word day, their composition (morning, afternoon, evening, night), duration.

Understanding the change of day serves as the basis for familiarizing preschoolers with the meaning of other standards (week, month, season, etc.)

senior preschool age

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

Familiarization with the days of the week already in the older 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, rest two days, helps to understand the quantitative composition of the number 7 (days of the week).

In order for children to better learn the names of the days of the week, their sequence, you can acquaint them with the origin of the names of the days. For example, Monday is the first day after the week, Tuesday is the second, Wednesday is the average, Thursday is the fourth, Friday is the fifth, Saturday is the end of the week, Sunday is the day off. To consolidate and clarify knowledge, didactic games are held: “Name the next day of the week”, “Name the neighbors”, “Show the corresponding number”.

The name of the days of the week, especially at the beginning, 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 class will always be on Tuesday. What day of the week was yesterday? What day of the week comes before Tuesday? Children answer questions. Specifies the sequence of the days of the week. 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. Sunday, Saturday and Monday are best remembered.

It is best to introduce the seasons (seasons) in pairs: winter and summer, spring and autumn. In one of the classes, the teacher asks: “What season is it now? What other seasons do you know? How many are there? That's right, the year consists of four seasons. Here is the circle. Let it be a year (Fig. 1). Let's divide it into four parts. Children look at parts of the circle. Each piece is a different color. The teacher offers to conditionally compare each part of the circle with a certain time of the year.

In the older group, the teacher forms a "sense of time", an understanding of its significance in people's lives, the irreversibility of time. In this group, there is an opportunity to acquaint children with a three-dimensional model of time, by which they can understand the continuity, irreversibility, and symmetry of time.

Table 1

The name of the program	First junior group	Second junior group	middle group	Senior group	preparatory group
From birth to school		Formation of the ability to navigate in contrasting parts of the day: day-night, morning-evening	Expansion of ideas about the parts of the day, their characteristic features, sequence (morning-day-evening-night). Explanation of the meaning of the words: yesterday, today, tomorrow.	Formation of the idea that morning, evening, day and night make up a day. To consolidate the skills on concrete examples to establish the sequence of various events: what happened before (at first), what later (then), determine what day is today, what was yesterday, what will be tomorrow.	Formation of elementary ideas about time: its fluidity, periodicity, irreversibility, sequence of days of the week, months, seasons. Consolidation of the ability to use words-concepts in speech: first, then, before, after, earlier, later, at the same time. Development of a "sense of time", the ability to save time, regulate one's activities in accordance with time; distinguish between the duration of individual time intervals (1 minute, 410 minutes, 1 hour). Formation of the ability to determine the time by the clock with an accuracy of 1 hour.
		Active use of words in speech: earlier, later, simultaneously; day, night, morning, evening. The difference between concepts: today, tomorrow, yesterday, morning, day.		Orientation in contrasting and adjacent parts of the day, highlighting the sequence of the day and using the words: “today”, “yesterday”, “earlier”, “soon”, etc. Determination of time by the clock, the duration of time periods using a calendar and an hourglass.	Designation of relations in time (week, month). Designation of relationships in time (minute-hour, week-month, month-year).
		Learn to understand the contrasting parts of the day (morning-afternoon-evening-night)	Learn to distinguish between parts of the day and navigate in the sequence of the names of the next days (today, tomorrow, yesterday), remembering what happened yesterday, what is happening today and what will happen tomorrow.	Recall together with the children what happened yesterday, today, to assume what could be tomorrow; Learn to name the days of the week.	Help to master orientation in space (using plans, diagrams), including on a sheet of paper, album, book page; Describe the location of an object in space and on a plane; Learn to name the days of the week, the current month, the season.
				To form an idea of various time intervals: day (day), month, year. To acquaint with different types of clocks, units of time measurement - hour, minute, second, their ratio in duration.	To consolidate the idea of \u200b\u200bthe annual cycle of the change of seasons, their characteristic features. Introduce children to the calendar.

Application as a means of developing the creative abilities of preschool children

In applique training, the following general tasks are solved: Make a decorative pattern from various geometric shapes and plant (leaf, flower) details ...

Didactic games in kindergarten

Being an exciting activity for preschoolers, the game is also the most important means of their upbringing and development. But this happens when it is included in the organized and managed pedagogical process...

Occupation - the main form of education in kindergarten

Achieving positive results depends on the correct organization of the educational process...

Classes for familiarization with fiction in kindergarten

The art of the word reflects reality through artistic images, shows the most typical, comprehending and summarizing real life facts. This helps the child to learn about life, forms his attitude to the environment ... Observation as the leading method of understanding nature by preschoolers

junior groups. Thinking through the organization and management of children's observations, the educator must take into account the peculiarities of mental processes, the level of cognitive activity of children. Known...

Learning in a holistic pedagogical process

In the lesson, those younger preschoolers who are ahead of their peers in development should also be identified. Preparing for the lesson, the teacher thinks through tasks that are different for each age subgroup ...

Teaching children time orientation

Every educator knows that it is very difficult to form a correct idea of time in preschoolers. Therefore, the task arises to help the child to know time and temporal relations...

Organization with children of observations of animals of a corner of nature (method of familiarizing children with nature)

The conditions for the implementation of the environmental education program provide for the creation of an ecological environment in a preschool institution or an ecological landscape - the space necessary for the comprehensive integrated development of the child ...

Tailoring of doll clothes

At an early age, the problem of psychological unloading and muscle tension is quite acute: children throw toys, destroy buildings. And here bright, voluminous, attractive...

The development of ideas about the mass of objects in preschool children

The tasks of teaching to determine the mass of objects in different age groups of preschoolers depend on many factors. Including this state of their sensory sensual abilities, learning abilities...

Cooperation and interaction of the educator with children as a condition for moral education

Ecological education of preschoolers

Familiarization of children with nature in kindergarten requires constant direct communication with it. One of the conditions that ensure this is the organization of corners of nature in the kindergarten. Each age group has its own corner of nature...

Committee for Science Education and Youth Policy

Chita region

GOUSPO "Chita Pedagogical College"

Graduate work

Topic: Development of temporal representation. Representations of time in children of senior preschool age

Completed by: student of group 410 - A

050704 "Preschool education"

Shafranova Elena Anatolievna

Checked by: Verigina N.A.

Chita - 2008

Introduction

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

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

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 world around them, organized in time (seasons of the year, mastering such concepts as "today", "tomorrow", "yesterday" , "first", "then", etc.). This is facilitated by the development of speech, thinking, awareness of one's own life.

In the process of various types of activity, children are affected by a very complex set of stimuli, in which temporal relations are only a weak and incidental component. According to the teachings of I.P. Pavlov, although a weak stimulus participates in the formation of temporary connections in a latent form, but taken separately, it 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 an appropriate activities aimed at measuring time with the help of instruments that demonstrate certain periods of time and their relationship. Such activity creates the most favorable conditions for the formation of clear ideas about time. The above highlights relevance in the upcoming study and the need for it as a practically significant element in the methods of teaching preschoolers.

Studies of the child's ideas about time were carried out both abroad (J. Piaget, P. Fress, P. Janet, etc.), and in domestic pedagogy (K.A. Abulkhanova-Slavskaya, A.A. Kronik, E.A. Golovakha, Rikhterman T.D., Elkin D.G., L.S. Metlina, etc., but they are relatively few, and differences in the approaches of researchers make it difficult to formulate a common understanding of the processes of formation of these representations in a child.

This study is due to the need to study the process of formation of temporal representations in children of senior preschool age. In this paper, we summarize the accumulated theoretical and methodological experience of Russian researchers in this field.

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

Subject of study: psychological and pedagogical conditions for the formation of temporal representations in children of senior preschool.

aim work is a study of the development of temporal representation in children of senior preschool age in a children's preschool institution No. 34 in Chita.

The achievement of the goal will be facilitated by the solution of the following tasks :

To study the need to familiarize children with parts of the day;

To study the features of methods for developing the temporal representation of preschoolers in different age groups;

Identification in practical activities of the development of a sense of time in children of senior preschool age using various methods within the framework of a part of the day, days of the week, seasons and senses of time.

Practical significance lies in the fact that a methodology for the development of temporal representation in children of older preschool age was developed and tested in practice.

In preparing this study, we used the following methods: a) theoretical (analysis, synthesis, abstraction, comparison, generalization); b) empirical (observation, conversation, questioning).

Research Base: Preschool educational institution No. 34, Chita, senior group.

The work consists of an introduction, three chapters, conclusions, conclusions, list of references, applications. The work is presented on 51 pages, has 2 figures, 1 table and 3 appendices.

Chapter 1. Psychological and pedagogical foundations of development

time orientation in children

1.1. Time and the physiological basis of temporal representations in

preschool children

Structural and functional organization of the brain . In the period from 3 to 5-6 years, there is a specialization of neurons, their typification in the projection and associative areas of the cortex. The most significant moment of structural maturation of the cerebral cortex by 5-6 years is the complication of the system of horizontal connections both between neurons of closely spaced ensembles and between different areas of the cortex. At the same time, interhemispheric connections also undergo significant changes: by the age of 6-7 years, the corpus callosum is formed, connecting both hemispheres. Neural networks that form with age create all the prerequisites for the implementation of the integrative activity of the brain as the basis of purposeful behavior and cognitive processes.

Formation of information perception system . During preschool age, there are significant changes in the formation of the internal image of the external world.

At the age of 3-4 years, a close interaction of visual perception and motor actions is still preserved. Practical manipulations with an object (grasping, feeling), inherent in infancy, are a necessary factor in visual recognition. By the end of preschool age, visual and tactile examination of the subject 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, the success of detecting various modifications of the object increases. When presented as changing stimuli, drawings of people and objects, it was found that the number of unnoticed changes at 5-6 years old, compared with 3-4-year-old children, decreases twofold in response to faces and more than three times - when objects are presented.

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

Formation of attention . The development of attention is closely connected with the formation of sensory function. The maturation of sensory systems and the improvement of the perceiving function of the brain determine the possibility of drawing attention to more complex "features of the object, and this, in turn, contributes to a deeper and more complete description and identification.

Approximately at the age of 4 years, there is a surge of interest in the new child, an active search for novelty, manifested in endless "why". The specificity of this period is that in addition to the preference for novelty that existed at an early age, the desire for diversity is added, which can presumably be associated with the active involvement in the brain system of the key structure of the limbic brain - the hippocampus.

In the younger group, children's ideas about such periods of time as morning, afternoon, evening and night are clarified. Parts of the day are distinguished by the change in the content of their activities, as well as the activities of the adults around them in these periods of time. The exact daily routine, the strictly fixed time for the rise of children, morning exercises, breakfast, classes, etc. create real conditions for the formation of an idea of the parts of the day. The teacher calls the period of time and lists the activities of the children corresponding to it: “It's morning now. We did gymnastics, washed ourselves and now we will have breakfast. Or: “We already had breakfast, worked out. It's day now. We'll have lunch soon." The child is asked, for example: “It is morning now. What are you doing in the morning? When you get up?" and so on .

Orientation in time develops in children mainly in everyday life. It is important that it be based on a solid sensual basis.

The teacher clarifies the children's understanding of the parts of the day, linking their names with what children and adults close to them do in the morning, afternoon, evening, night.

A conversation is conducted with children in order to clarify their ideas about 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 kindergarten in the morning, what they do in the afternoon in kindergarten, etc. He clarifies and generalizes that the children do in each of the periods of the day. And in conclusion, he says that morning, afternoon, evening and night are parts of the day.
The temporary concepts of "today", "tomorrow", "yesterday" are relative; children find it difficult to understand. Therefore, it is necessary to use the words today, tomorrow, yesterday as often as possible and encourage children to do this. The teacher constantly turns to the children with questions: “When did we draw? What did we see today (yesterday)? Where are we going tomorrow?"
The meaning of words is quickly - slowly revealed with specific examples. The teacher draws the attention of the children 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, condemns 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.

They also reinforce the idea of children that the day, which people usually call the word day, is replaced by one another and have their 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 following.
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, after that.

Even more important is the use of verbal game exercises “Days of the week”, “Go on!”, “On the contrary”. Children complete the phrase started by the teacher, select words of the opposite meaning (morning - evening, first - then, quickly - slowly, etc.), determine which is longer: a day or a week, a week or a month, a month or a year.
The children of the preparatory group are introduced to the name of the current month. They gradually remember the names of the months, 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 the perception of the duration of time periods, an understanding of the irreversibility of time. Only on this basis, it is possible to teach children to value and save time: regulate their activities in time, that is, speed up and slow down the pace of work, finish work or play on time. In this regard, children need to gain experience in perceiving the duration of time periods. The educator should help them imagine what exactly can be done in a given time period, and, finally, teach them to do everything on time.

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

1.2. Features of the formation of time by older children

preschool age

Familiarization with the days of the week already in the older 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, rest two days, helps to understand the quantitative composition of the number 7 (days of the week).

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

In the older group, the teacher forms a "sense of time", an understanding of its significance in people's lives, the irreversibility of time. In this group, there is an opportunity to familiarize children with a three-dimensional model of time, by which they can understand the continuity, irreversibility, and symmetry of time (Fig. 1).

Conclusions. All measures of time (minute, hour, day, week, month, year) represent a certain system of time standards, where each measure is made up of the units of the previous one and serves as the basis for constructing the next one. Therefore, the acquaintance of children with the units of time measurement should be carried out in a strict system and sequence, where knowledge 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 the child's temporal representations, at least three different aspects of these representations can be distinguished:

The adequacy of the reflection of time intervals and their correlation with activities (the ability to organize one's activities in time);

Understanding words denoting time (from simpler “yesterday/today/tomorrow” to more complex “past/present/future”, etc.);

Understanding the sequence of events/actions/phenomena.

Chapter 2

groups

2.1. Introducing children to the parts of the day

When teaching children to recognize parts of the day, it is enough to confine ourselves to correlating the correct designation of each of the parts of the day (morning, afternoon, evening and night) with the corresponding time interval and teach to determine this interval according to its characteristic activity and external signs. Therefore, in the “Kindergarten Education Program” it is recommended to begin the development of ideas about time in the younger preschool age with the distinction between individual parts of the day, and in the middle group, on this basis, show the sequence, the changeability of parts of the day and the day as a whole (one day is replaced by another, and comes new day).
In the process of empirical experience, children cannot independently acquire this knowledge about the parts of the day - this is confirmed by the results of a survey of the ideas of children of different age groups.

To familiarize children with the parts of the day, you can use a set of four pictures, which 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?” According to the content of the activity shown in the picture, and some objective indicators, children must determine and name the time.

Even the children of the first younger group try, and quite successfully, to determine the time of a well-known and constantly repetitive activity. Trying to determine the time of action, the kids call mostly day and night. If the pictures show any active activity in daylight, the children say that it is daylight; 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: “It happens when we go home from the garden. At night, my mother and I go” (i.e., on a winter evening); “The boy is eating porridge. And I eat porridge during the day."

The difference in mastering the skill of identifying and naming different parts of the day in children of younger and older age is insignificant. The fact is that the name "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 moon. All this helps children in the process of everyday life to 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 volume 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, moreover, the word “day” is used in different meanings (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, objective indicators (in summer - for the evening, in winter - for the day) are very relative. Therefore, in the active vocabulary of children, the 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. The words "day" and "evening" are often replaced by an indication of specific actions performed at a given time ("Day - when we have dinner", "Evening - when my mother comes for me", etc.). Sometimes children found it difficult to answer the question: “When does this happen?” - and because they did not understand the meaning of the very interrogative word "when?" .

Children in the middle preschool age are already able to assimilate the sequence and fluidity of time, but in the representation of many of them, the sequence of parts of the day has one constant reference point - morning. In their view, the day ends at night, and in the morning it begins.
Activity as a more familiar and concrete sign obscures the objective sign - the degree of illumination of space, the moon, the stars (at night).

Therefore, in the learning process, 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 strengths of the illumination of the earth, sky, as well as different colors of everything around in different parts of the day. So, you can show the predominance of blue in the morning, yellow in the daytime, gray in the evening and black at night. The sign of color 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 of the day - its color scheme.

When preschoolers mastered the skill to distinguish, name the parts of the day and determine their sequence, the following features were noted: 1) unevenness in mastering the names of the parts of the day; 2) earlier allocation of those parts of the day that are more often called adults, are associated with characteristic 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 - when it is light and children go to kindergarten”, “Night - when it is dark, children and adults are sleeping”) are unstable, they depend on the season, on the geographical location of a particular place. Unconditional in determining the parts of the day and the individual experience of the child. Signs of night (dark, everyone going to bed) may not be typical for children whose parents work in shifts. Therefore, the individual characteristics of everyday life must be taken into account in teaching children to distinguish between parts of the day.
The specific determinant of time for children is, first of all, their own activity - “The mastering of time is done slowly and is carried out only through the practical activity of the children themselves, when the educator specifically singles out this side of life in it.” Therefore, when teaching children, it is necessary to saturate parts of the day with specific essential signs of children's activity, naming the appropriate time.

Familiarization of children with the parts of the day according to the "Kindergarten Education Program" begins with the second younger group. At this age, it is necessary to teach children to distinguish and designate in words all four parts of the day. In connection with the characteristics of this age, to determine each of the parts of the day, we had to use an activity that was as close as possible to the personal experience of each child.

2.2. Familiarization of preschoolers with the calendar

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 survey methods can be used an individual conversation, during which the child is asked questions: “What date is it today? How do you know what date it is today? In order to clarify the knowledge of children 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?

Other days of the week are often confused, they replace the name of one day of the week with another, or instead of the day of the week they call the month, season, and even some holiday, or they say "today", "tomorrow".

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 assimilated by children relatively more easily when they know the names of all the days of the week in their sequence.

The unevenness in children's assimilation of the names of the months, as well as the days of the week, is obviously explained by the different content of activity, emotional experiences, in connection with which some months are remembered more than others. So, 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 “mother's holiday”, etc. January, associated with visiting New Year trees, is more often called by children as “ New Year".

With the help of the calendar, the time of the onset of holidays that cause increased interest in children is also determined. Familiarity with the calendar will also help to understand the sequence of seasons with which the seasonal changes that are the subject of study are associated.
In older preschool age, a cognitive interest in different time parameters also develops, which is the strongest motive for learning. At 6-7 years old, the child is interested in the duration of this or that phenomenon, the quantitative characteristics of the measures of time, and instruments for measuring time.
Finally, familiarity with the calendar is necessary in terms of preparing children for school, for a solid schedule of classes by hours and days of the week.
The knowledge and skills associated with the characterization of time intervals, with the mastery of a clear system of time standards, are quite complex (they can be classified as the second category of difficulty for preschoolers according to the classification of knowledge for preschoolers by A.P. Usova). Mastering knowledge about calendar time standards involves:

1) the development of the child's ability to measure time, using generally accepted instruments for measuring time;

2) mastering the knowledge of time standards, their quantitative characteristics and the perception of their duration;

3) awareness of the dependence between the individual links of this complex system of temporary standards.

In the "Kindergarten Education Program" in the section "Development of elementary mathematical representations" for the older group, it is recommended "to teach children to name the days of the week in sequence. Determine what day was yesterday, what today, what tomorrow will be. In the preparatory group for school, it is recommended “to consolidate knowledge of the sequence of days of the week and seasons. Introduce the name of the current month.

2.3. The development of a sense of time in children of senior preschool

age

At the beginning of the school year, the children of the older 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, it becomes brighter and brighter, 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 to children of the appropriate content.

As visual material, pictures or photographs are used, which depict children in the process of various activities throughout the day: making the bed, morning exercises, washing, breakfast, etc. Didactic games, for example, the game "Our Day" allow to clarify the idea of the parts of the day .

The variability and relativity of such designations of time as "yesterday", "today", "tomorrow" makes it difficult for children to assimilate them. Five-year-olds confuse these words. The teacher reveals the semantic meaning of these words by asking the children questions: “Where were we yesterday? When did we go to the park? What's our job today? When will we have drawing class?

To exercise children in the use of temporary terms in the older group, verbal didactic games and game exercises are widely used, for example, “Go on!”. This exercise can be done in the form of a ball game. Children stand in a circle. The teacher says a short phrase and throws the ball. The one who got the ball calls the appropriate time. For example: the teacher throws the ball and says: “We went to the post office ...” “... yesterday,” the child who caught the ball ends the phrase. "We had a math lesson..." "...today." “We will draw ...” “... tomorrow”, etc.

Children love the game "On the contrary." The teacher pronounces a word, the meaning of which is associated with the concept of time, and the children select a word denoting a different time of the day, usually in a contrasting sense. For example, morning - evening, tomorrow - yesterday, fast - slowly, early - late, etc.

In one of the classes, children learn that the day, which in conversation people usually call the word day, is replaced by one another. Seven such days make up a week. Each day of the week has its own name. The sequence of the days of the week is always the same: Monday, Tuesday, Wednesday ... The names of the days of the week are associated with the specific content of the children's activities ("On Wednesdays we have classes in mathematics and physical education, on Thursdays -..."). Now the children every day call the current day of the week in the morning, and also say what day of the week was yesterday, what will be tomorrow. Periodically, in math classes, children are asked to name the days of the week in order. Say which day comes before or after the named one. The teacher alternates questions like: “What days do we have drawing classes? What about musical ones? Where did we go on Wednesday?
When children learn to count in order, the name of the day of the week is associated with its serial number.

To consolidate knowledge of the sequence of days of the week, a verbal didactic game "Days of the week" can be used. Observing the change of days of the week allows you to bring children to an understanding of the periodicity, change of time, to reveal the idea of its movement: days go by days, weeks by weeks.

2.4. Understanding Time Sequence Relationships

preschool children

The experiment involved children from the senior group of preschool educational institutions in Chita (10 children). 4 series of experiments were carried out.

In the first series, the children were asked to establish a sequence of familiar activities in the daily routine. First, tell what they do in kindergarten in the morning, when they come, and then what. Then arrange 7 pictures in order (pictures depicting the arrival of children in kindergarten, exercises, washing, breakfast, dressing and walking).

In the second series, the ability of children to establish a sequence of changes in a person by age was revealed (sort out 2 sets of pictures in order: a baby, a schoolgirl, a woman, an old woman; a baby, a preschooler, a schoolboy, a man and an old man).

In the third series, the children established the sequence of transformation of an object in the process of construction (how sequentially a paper stool is made from a sheet of paper). Based on the awareness of the logical connection between the states of one object, the children laid out in order 5 parts that were obtained in the process of making a stool.

In the fourth series, the children's ability to recognize the causal relationships that link the episodes of the stories suggested in the pictures, and, guided by these relationships, establish the order in which they follow was revealed.

Thus, the children established a temporal sequence between links connected by various relationships. But in all series of experiments, the same types of errors were found when the children violated the sequence. So, first of all, the choice of a starting point was violated. In the 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 violations is the allocation of one link. In the first or last place, the children took out any link, and the rest of the links were placed in the proper order. In this case, either the emotional significance for the child of the selected link played a role (for example: “Grandmother is the main one, I’ll put her first”), or a link that does not carry a specific content for the child (for example, a blank sheet of paper, when establishing the sequence of making a stool, was first left, and then attached at the end). Thus, we came to the conclusion: when teaching children to establish a sequence in time, it is necessary to use material in which the highlighted links are approximately equivalent in content and emotional impact.

The grouping of adjacent units was also allowed. First comes the grouping of small groups into pairs. At the same time, the relations “earlier - later” are distinguished (we wash ourselves - we have breakfast, we dress ourselves - we walk) or the relations “older - younger” (grandmother - mother, preschooler - student).

Some children, establishing a reverse sequence in time, introduced their own logic of subordinating the 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 substantiating the order they established, they said: “So beautiful”, “To be seen”.

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

To convey the sequence of actions of the child in design, applications on the cards, you can depict a brush, scissors, a folded incised sheet of paper, etc.

In our experience, the training was carried out as follows: 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 it, we made cards on which these exercises were drawn. All the exercises were reviewed with the children.

The next day, before the start of gymnastics, the children repeated the sequence of exercises according to the cards placed on the arrow.

When performing the exercises, the children controlled the sequence according to the model. In the following days, before the start of gymnastics, preschoolers themselves set the cards on the arrow, finding a place for each exercise. In case of difficulty, the teacher put the first card - a starting point, and the children continued the next row. Subsequently, the children independently reproduced the sequence of all links on the arrow and freely reflected it in speech, using the adverbs "first", "then", "earlier", "later".

In the future, the arrow was used when it was necessary to establish a sequence in music classes when learning songs, dances, in design and application classes, in examining and telling pictures.

Thus, the following learning objectives can be distinguished:

To teach children to isolate the time sequence in the proposed material;

Reproduce the sequence of the proposed links;

Set your own sequence.

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 they learn, by the children themselves. When performing a task, be guided by the sequence shown on the arrow;

Establishing the sequence on the arrow by the children themselves; restoration by children of a broken sequence;

Execution in sequence of the task with the subsequent check on the model.

Even a little experience in teaching preschoolers to establish a temporal sequence showed that it is enough to highlight and visually present it to children, exercise them in independently establishing the order of the links, teach them how 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 a time sequence develops their confidence, independence and the ability to plan activities.

conclusions. When teaching children to recognize parts of the day, it is necessary to correlate the correct designation of each of the parts of the day (morning, afternoon, evening and night) with the corresponding time interval and teach to determine this interval according to its characteristic activity and external signs.

The ability to determine the date according to the calendar and especially to name the days of the week is formed in children gradually.

Chapter 3

senior preschool age

3.1. Temporal Representation Development Technique

In the children of the older group of kindergarten No. 34, we began to develop a sense of time, first at intervals of 1, 3, 5 and 10 minutes, because the distinction between these intervals is vital for children. 1 minute is the initial unit of time accessible to children, from which 3, 5 and 10 minutes are added up. In addition, in everyday life this measure of time is most often found in the speech of others. “In a minute”, “This minute”, “Wait a minute” - children often hear such expressions, but their ideas about this interval are far from adequate. Therefore, we began work with children's perception of the minute interval, and then moved on to the assimilation of other intervals.

The organization and methods of work were as follows:

Children were introduced to the duration of 1, 3, 5 and 10 minutes, while using a stopwatch, an hourglass, a designer watch for children to perceive the duration of these intervals;

They ensured the experience of the duration of these intervals in different types of activity;

Children were taught to perform work within a specified period (1, 3, 5 minutes), for which they were taught to measure time and evaluate the duration of activities, to regulate the pace of its implementation.

The work was carried out in stages.

At the 1st stage, they were taught to determine the end of the hourglass activity (a task to do something in 1 minute and control the time using a one-minute hourglass), this ensured the accumulation of experience in children in using measurements. The teacher constantly assessed the children's ability to correctly control the hourglass time (Appendix 1).

At the 2nd stage, they were taught to evaluate the duration of the time interval in the process of activity by the representation. The teacher fixed attention on the accuracy of the children's assessment of its duration (Appendix 1).

At the 3rd stage, they were taught to pre-plan the amount of activity for a specified period of time based on the existing idea of its duration. Checking the implementation of the planned amount of work for a given duration was carried out using an hourglass (Appendix 1).

At the 4th stage, they were taught to transfer the ability to assess the duration of time periods in life (everyday life, activities, games).

The work was carried out in the classroom under the usual organization.

The program material of the first 3 lessons included the following tasks:

Introduce children to the duration of 1 minute;

To teach the ability to control hourglass time (Appendix 1) in the process of performing a variety of activities;

To form a sense of satisfaction from the ability to complete the task on time.

At the first lesson, we identified the children's ideas about 1 minute. “A minute is 60 seconds, and a second is very short: you say “once and ...” - and a second has passed, and there are 60 such seconds in a minute,” the teacher explained, demonstrating the duration of 1 minute on a stopwatch. They clarified the name of this device, introduced the word "stopwatch". They showed the children how the arrow on the stopwatch moves, and explained that its movement in a circle always takes 1 minute. They were asked to sit for 1 minute and measure its duration with a stopwatch. After that, an hourglass was shown, it was proposed to think about why they are called that. The teacher simultaneously demonstrated the duration of 1 minute using an hourglass and a stopwatch. Together with the teacher, the children concluded that 1 minute can be measured with a stopwatch and with the help of an hourglass. The teacher and the children themselves told where these instruments are used to measure time.

Then an hourglass was placed on each table, and the children were asked to say what can be done in 1 minute. In this lesson and in the next, they themselves had to check what can be done in 1 minute.

In the lesson, the children completed 3 tasks:

1. We laid out any patterns from the sticks for 1 minute, following the one-minute hourglass. An instruction was given: the children named at each table, on a signal, would simultaneously turn over the hourglass and? while working, everyone will watch the clock. When all the sand is poured, the minute is over, work should be stopped immediately, hands removed from the table. At the end of the work, the children told who managed to add how many and what patterns in 1 minute. The teacher especially noted those children who followed the hourglass during the work and managed to finish the work on time.

Sticks were laid out in 10 pieces for 1 minute.

Removed all the sticks one by one in the box for 1 minute.

When preparing for the lesson, we took into account that the amount of work should be calculated for a 1-minute interval. Two operations - to take and put a stick - require 2 seconds, so for all three tasks in the first lesson, children were given 30 sticks each. Thus, conditions were created under which they had the opportunity to complete the task and at the same time meet the deadline.

A fragment of the lesson is considered in Appendix 1.

At the next lesson, the children again watched the passage of 1 minute on the hourglass, remembered what they managed to do in the last lesson in a minute. At this lesson, the tasks offered to the children were complicated: in them, the number of operations already depended on the individual pace of actions. At the end of the work, we drew the children's attention to this, showing the dependence of the results on the pace of work with the same duration of activity. At the second lesson, 5 tasks were already given, each of which was proposed to be completed within 1 minute, controlling the time by observing the hourglass. The following tasks were given:

Draw sticks on checkered paper in lines for 1 minute;

Cut the paper into strips (along the marked lines), and then count who managed to cut how many strips;

The teacher offered three children called to the table to dress (undress) the doll for 1 minute, and then tell how many things they managed to remove from the doll in 1 minute;

Dress the doll for 1 minute and tell how many things you managed to put on the doll; compare what to do faster - dress (undress) the doll;

In the dressing room, five children were asked to dress for 1 minute, and everyone else should keep track of how many things they manage to put on in 1 minute.

The third lesson on organization was similar to the second, the difference was in the number of tasks. The children cut strips of paper into squares, then the squares were cut into triangles, and then circles were cut out of the squares. They compared how many squares, triangles, circles can be cut in 1 minute. At the end of this lesson, they laid out patterns from the obtained geometric shapes and found out from how many figures you can make a pattern in 1 minute.

A different program material was in the next three lessons:

To teach children to evaluate the duration of their activities according to their idea of 1 minute;

To form a sense of satisfaction from the ability to accurately determine the time.

At the fourth - sixth lessons, the children were asked to perform the same tasks as in the first three, but now they determined the time already without an hourglass. The instruction was given as follows: “You yourself will finish the work when it seems to you that 1 minute is over, and I will check and tell you who finished it when. Let's see which of you guesses correctly when the minute is up."

The next two sessions were devoted to the following program tasks:

Teach children to choose the right amount of work corresponding to an interval of 1 minute;

To cultivate a sense of satisfaction from the ability to correctly plan their activities in time.

The children were asked to independently outline the amount of work that could be completed in 1 minute. It was important that the child verbally planned the amount of work in advance in time, and then practically completed it and estimated the actual duration of his work using the hourglass. For example, they offered the following tasks: from the three proposed sample patterns, choose one that could be folded in 1 minute, or select such a number of plants that you could water in 1 minute, or name how many things you could put on a doll in 1 minute, etc. When evaluating the results of the work, the attention of the children was drawn to the reasons for the compliance or non-compliance of the duration of the task with its planning.

Such activities helped children to visually see (on a stopwatch, on an hourglass) and experience, feel the duration of 1 minute. They were practically convinced of what can be done in 1 minute, they got acquainted with the ability to control, measure time.

We consider the hourglass to be the most successful device for measuring time by children, since it makes it possible to observe the flow of minutes. By the volume of sand in the hourglass can, you can see how much time has passed and how much is left before the end of the minute. The hourglass does not require a quantitative calculation of time and at the same time is very visual, so we believe that this is the first time measuring device that children should be introduced to, starting work on developing a sense of time. Observing the passage of time in the process of completing a task, children can regulate the pace of their activity themselves, perceiving a minute interval with several analyzers (vision, muscle feeling). We believe that for the development of a sense of time in the process of performing various tasks, it is not enough to introduce only the time factor itself, that is, when an adult announces the beginning and end of a time interval. It is necessary to introduce the factor of accounting for time by the children themselves, which was envisaged in our methodology.

The task of the first lessons was to teach children to keep track of time in the process of activity and stop work after the time allotted for its implementation. This was not immediately possible, since the children were used to the fact that the teacher himself announces the end of work in all classes. Therefore, at first, seeing that all the sand had spilled out and a minute had passed, they continued to work, waiting for the usual signal to end the action. We introduced a teacher signal of a different quality, an encouraging assessment of the type: “You completed the task correctly, finished exactly with the end of one minute, because you watched the clock.” Now the main thing for the children in the lesson was not so much the completion of the task itself, but the completion and termination of work on time.

We also attached importance to the children's verbal report of the amount of work done over a certain period of time. Such a report helped them to present the real capacity of a given time interval, to fill it with concrete content. After telling the children about the amount of work done in 1 minute, the educator led them to a general conclusion about what can be done in 1 minute, for example: “In 1 minute, as you saw, you can cut 7 (or 8) squares.” Subsequently, this helped the children more accurately correlate the amount of work and duration.

The content of the lessons can be built in such a way that if on one of them the children cut out strips along the marked lines and make sure that 2-3 strips can be cut in 1 minute, then on the next of these strips they cut out squares, rectangles, triangles and circles. Then they will learn by experience that in a minute you can cut 3-4 squares, and cut out 6-8 rectangles from squares, 4-6 triangles, and only 2-3 circles.

In the course of performing tasks, some managed to do more operations in a minute, others did less, which allowed the children to conclude that the pace of work was different, and they tried to change the pace. We observed how the children several times during the course of the task changed the pace of their activity, tried to master a faster pace of work. But, of course, the task is not to develop a fast pace of activity in children, but to help them understand that the ability to follow the passage of time allows you to regulate the pace, that is, to teach them to value time and manage their activities during time.

In an effort to complete the task as quickly and as best as possible, some children not only kept track of the hourglass, but also worked more intensively, without wasting minutes and seconds. In this regard, some of them had a tendency to start preparing for work while listening to instructions, that is, there was a desire not to waste time in vain.

At the second stage of work, we kept the same tasks, but the task was different - to exercise the children in estimating time already without a clock. Completion of the given work served as an indicator of the evaluation of the duration of 1 minute. Adults recorded the time with a stopwatch and reported the results to the children. For example, it was proposed to cut strips of paper into squares within a minute, and when it seemed to the children that the minute had expired, stop working and remove their hands from the table.

In a number of classes, at first, the children were shown a time interval of 1 minute to revive their ideas about the duration of this time period, then they were given a task. In the course of completing tasks and comparing objective indicators of the time spent with their own subjective assessment of 1 minute, the child made appropriate adjustments, his assessment of the duration of 1 minute improved both in one lesson from task to task, and from lesson to lesson.

The experience of performing work within a minute interval was especially useful for children at the next stage of work, when they learned to plan the amount of work for a minute interval. The children were told: "Now you yourself will choose such a thing that you can do in 1 minute." Together they discussed how many flowers can be watered in 1 minute, and offered one child to complete the planned, fixing the duration of his work on the hourglass. Then it was explained why he managed or did not manage to complete the planned amount of work. Then four children were called and asked to name how many things they would have time to put on the doll in 1 minute. We asked them to do this, fixing the execution time on an hourglass, assessed the correctness of their planning.

When planning activities, at first there was a general tendency - to outline the amount of work that was more than possible to complete in 1 minute. “I will have time to set all the tables for the lesson in 1 minute”, “I will have time to water all the plants in 1 minute,” the children said, planning the amount of their work. At the same time, several children did practically the same task, which made it possible to visually explain the difference when discussing the results. For example, one girl correctly chose one of the three patterns that can be folded in 1 minute. She had previously selected all the figures needed for the pattern and, while composing the pattern, kept an eye on the clock all the time, and therefore finished it on time. The other girl also chose the pattern correctly, but she searched for the right shapes for a long time and did everything slowly, so she did not have time to fold the pattern in 1 minute.

So, in eight classes, following all three stages in sequence, we introduced children to the duration of a minute interval, taught them to measure it with an hourglass, evaluate the duration without a clock, and plan the amount of work for 1 minute.

The time factor was included in the activities of children not only in the classroom - a minute hourglass was used by the teacher and the children themselves in other activities. For example, after the end of the lesson, they were offered to put their workplace in order in 1 minute, while they put an hourglass, and the children kept the time exactly. The hourglass was constantly standing in the dressing room, the children themselves checked how many things they managed to put on in 1 minute. This greatly speeded up the process of dressing for a walk. Having mastered the measure of time - 1 minute and having learned to use an hourglass, the children began to measure time independently in their various activities.

Familiarization of children with the duration of 3- and 5-minute intervals was carried out by us according to the same method. First, they showed an interval of 3 minutes as the sum of individual minutes, found out how many times it was necessary to turn the minute hourglass and how many circles the stopwatch hand would make until all the sand in the 3-minute hourglass was poured. Performing a task calculated for 3 minutes, the children compared it with the one that was performed in 1 minute. For example, when dressing for a walk, they compared how many things they put on in 1 minute and in 3 minutes.

At the first lesson on familiarization with 3 minutes, not all children had time to complete the task for a new time interval for them. At first they were in a great hurry, but when they saw that there was still a lot of sand in the can of the clock, they began to work more slowly, stopped keeping track of the clock, were fond of folding the boat, or building a house, or drawing, and did not have time to finish the work on time. As they gained experience, the children began to work at a more even pace, got used to watching the hourglass and finishing work on time.

At the next stage of work, when the children themselves had to estimate the length of time at 3 minutes, the teacher showed two types of hourglasses and offered to determine after starting the clock which clock was for 1 minute and which for 3 minutes, which they did correctly. Then he invited them to sit without doing anything for 3 minutes and raise their hand when it seems that 3 minutes are over. Most children at first underestimated this interval, raising their hands after, for example, 40 seconds. This indicated that a longer interval is much more difficult to assess, especially when this time is not filled with specific content.

When estimating time in the process of performing more meaningful tasks (free modeling, or constructing buildings from desktop building material, or drawing, etc.), children showed greater accuracy in determining the duration of a three-minute interval without using a clock.

At the third stage of work, when planning the amount of work for 3 minutes, the children were asked to plan the same types of tasks that they performed when planning work for 1 minute. This gave them the opportunity to build on previous experience and increase the amount of work by an interval of 3 minutes.

In these classes, some were asked to plan work for an interval of 1 minute, and others the same type of work for an interval of 3 minutes. After completing the tasks, they compared, for example, how many geometric shapes from among those drawn on a sheet of paper can be cut out during these periods of time. Now the children both in the classroom and in everyday life used two measures of time - 1 minute and 3 minutes and, respectively, 1-minute and 3-minute hourglasses.

Familiarization with an interval of 5 minutes was carried out according to the same system. The children perceived this interval as a value derived from 1 minute: the minute hourglass will be turned over 5 times, the arrow on the stopwatch will go around the circle 5 times, while 5 minutes last. This helped them to perceive a new time interval based on their existing knowledge of the duration of 1 and 3 minutes. When answering the question of what can be done in 5 minutes, they said that they would have time to complete in 5 minutes everything that they did not have time to complete, working only 3 minutes - fully dressed, build a large house to the end, etc.

When getting acquainted with the 5-minute interval, an hourglass was also used at the beginning, with the help of which the children already knew how to measure time. But along with the hourglass, they were also shown a toy designer watch with a transparent case, through the walls of which the mechanism was visible (Fig. 2).

These watches are convenient in that they can be started and stopped at the right time. Here we have not yet introduced the children to the device itself - the clock, but only showed the measurement of the most vividly represented time interval on the clock - 5 minutes. This interval is easy to see - this is the distance from digit to digit, it is easy to remember. They also showed a way to measure time - 5 minutes using a previously learned measure - 1 minute: they explained that 1 minute is the distance on the clock from dash to dash, and in 5 minutes the hand on the clock will pass 5 dashes. Children easily began to navigate by the clock, they liked to independently determine the time. They glanced more often at the designer clock on the teacher's desk than at the hourglass that was always on the tables during the timed task. And the children explained it this way: “You won’t know exactly how many minutes are left on the hourglass, but you can count on the clock.” So in practice they comprehended the purpose of the clock as an instrument for accurately measuring time.

Observations showed that, having comprehended the duration of a 5-minute time interval, the children gradually mastered the necessary pace of work. When performing the first task for a 5-minute interval, the children, after starting the clock, immediately began to work at a fast pace, but as they watched the clock, seeing that they still had a lot of time at their disposal, they slowed down the pace of work, it became more calm and even. And most importantly, everyone finished the task at the same time.

It should be noted that the very nature of the work became more complicated from lesson to lesson. If in the first lessons the children performed the same type of work in one task during the allotted time (1 minute they cut out squares), then in tasks for 3 minutes and especially for 5 minutes they performed more complex operations: they cut out various shapes and folded a pattern from them.

In the classroom, all the time there was a comparison of the amount of work done in 1 minute, in 3 minutes and in 5 minutes, taking into account the pace of activity. For example, they called three children and offered to sit at the table near the hourglass - 1-minute, 3-minute and 5-minute - wherever they want. At the same time, they were asked to turn the clock over and cut out geometric shapes drawn on paper for 1, 3, 5 minutes, respectively. After completing the task, each told how many figures he managed to cut out in the allotted time. We compared the volume of such work possible to perform for different time intervals.

Familiarization with a 10-minute interval was carried out in classes not in mathematics, but in other types of activity, where it was possible to offer children to complete tasks for 10 minutes, i.e., in visual activity, in labor, during physical exercises, etc.

So, in the classroom for fine arts, they first offered children to draw and color a vase in 5 minutes. Children determined on the designer watch where the arrow would be in 5 minutes, the clock was set in motion. During the work, they followed the arrow, and at the end of it they discussed who finished on time, who managed to do how much. Then, in 10 minutes, it was proposed to draw a pattern on a vase. The teacher showed what patterns could be and how to draw them, and then they figured out where the clock hand would be in 10 minutes. The children counted 10 minutes by small dashes marking the minutes, the teacher showed that in 10 minutes the hand would cover the distance between two numbers - 5 and 5 minutes. The clock started, and the children finished the pattern on their own in 10 minutes.

In the classes on the development of movements, the children were asked to perform exercises together with the teacher for 10 minutes, and then they counted how many exercises they managed to complete during this time.

At the same time, it is important to accurately maintain the time allotted for the task. But if at first one of the children did not have time to complete the task, they immediately found out how much time he still needed to complete the work, and the task was completed within the time frame set by him. The distance from a number to a number - 5 dashes between the numbers - helped the children to count 5 minutes and check this interval with an hourglass. Under such conditions, they could consciously use the method of counting time, and not mechanically memorize the position of the hands.

Teaching children the ability to determine the time on the clock and familiarization with the structure of the clock was also carried out by us in the classroom. Models of clocks were used as handouts, the teacher had a designer clock on the table, and a large clock hung on the wall. At the lesson, first of all, they found out what was on the tables and how the children guessed that these were models of clocks. Then we considered the size of the two arrows, determined what they show. It was proposed to put the big hand of the clock on the number 12, and translate the small hand from number to number and determine what it shows. The children were asked to remember what they were doing in the kindergarten at one time or another, shown on the mock-up clock. Then they moved the big hand to one or two digits and determined the time on the clock. They paid attention to the wall clock and determined the time on this clock (10 o'clock).

At the next lesson, they were asked to name the time on the wall clock, the children showed the same time on the clock layout at home, and then moved the minute hand for another 5 minutes. Each time they answered what time their clock showed. Further, we explained that the minute hand, moving in a circle, passes a whole circle in 1 hour. And if the circle is divided in half (shown on the clock layout, covering half with a colored semicircle), two halves of the circle will be obtained; The arrow travels half the circle in half an hour. If each half of the circle is further divided in half, then four times a quarter of an hour will turn out. The minute hand passes each of the four segments of the circle in a quarter of an hour - 15 minutes. You can explain the expression "a quarter to one", "a quarter to an hour", demonstrating the time on the watch-designer. So, showing a quarter of a second, the teacher moved the minute hand forward for another 15 minutes and said that the hand had already passed two quarters of the circle; then moved it another quarter. "How many quarters of a circle has the minute hand now traveled?" “Three-quarters of a circle,” answered the children. “As they say, three quarters of an hour,” the teacher adds, inviting the children to read for themselves what both arrows show. “One hour and another three-quarters of an hour,” they reply. “How many quarters does the hand still have to go before a whole hour?” - asks the teacher. “Another quarter,” the children answer. "Right. In the meantime, we will say that the clock shows a quarter to two.

Then they found out why they say “half past one” and how else this time can be called. By analogy with a quarter, the children immediately explained why 30 minutes can be called half, half an hour. In determining the readings of the minute hand, they correctly used the number 12 on the clock as the starting point. As you can see, in two lessons it is quite possible to give children the necessary information about the clock as a device for measuring time.

In the future, the teacher and the children turned to the clock as needed. All subsequent classes began with the fact that the teacher asked the children to say what time they started the lesson, after which they found out that the lesson would end in half an hour. “What time will the clock be then?” The children planned what they would be able to do during this period. I must say that they were very zealous to ensure that the classes ended in exactly 30 minutes. Now they themselves warned the teacher that the lesson should end soon or that there were only 5 minutes left, or they said: “For a long time yet.” During the lesson, separate tasks were given for 5, 10, 15 minutes, the children themselves determined the duration of the performance of one or another task.

In order for children to use time as a regulator of activities not only in the classroom, but also in independent activities, we refined their knowledge of the hourly schedule of life in kindergarten. They did this in a lesson, the purpose of which the teacher defined as follows: “In the lesson, we will remember when we do what in kindergarten, and we will show it on the clock.” The children moved the hands on the mock-up clocks and, setting the appropriate time, told what they were doing at that time.

In the preparatory group for school, it was agreed with the children that at the set time they themselves would line up for gymnastics, and the duty officer would conduct it. Experience has shown that children can independently regularly carry out gymnastics according to the complex, which the teacher learns with them every Monday.

At the end of the study period, the children were asked to sit on their own seats at the appropriate time without warning.

So, we used method 1 - by the duration of 1,3,5,10 minutes.

Method 2 - completing 3 tasks in 1 minute.

Technique 3 - the children themselves sit down to the lesson at the allotted time.

Method 4 - revealing knowledge about the days of the week.

Instructions for carrying out. The teacher invites the child to name the days of the week in order, then say what day of the week it is today, what day of the week it was yesterday, what day of the week it will be tomorrow.

Method 5. - study of the concept of "Month" of their number and types (methodology of the lesson in Appendix 2).

Technique 6. - orientation of children by days of the week and seasons (the lesson methodology is in Appendix 3).

Evaluation of results

1 point - the child independently copes with tasks, correctly answers questions;

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

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

The results are entered in table 1.

Studies on the 6 above methods aimed at developing a temporal representation as part of a day, days of the week, familiarizing with the calendar, seasons and developing a sense of time showed that all children cope with tasks to a different extent. The overall average result for the group of 10 children was 51.5 out of 60.

Particular difficulty was caused by the technique for completing 3 tasks in 1 minute, the result was 0.78 - 5 children could not cope with the task without the help of teachers.

Table 1

Diagnostic table of the study of the temporal representation of children of the senior group of preschool educational institution No. 34

№№	FULL NAME. child	By duration 1,3,5,10 minutes	Completing 3 tasks in 1 minute	Children themselves sit down at the scheduled time	Revealing knowledge about the days of the week	Study of the concept of Month, their numbers.		Outcome
1	Faith	1	0,5	0,5	1	1	1	5,0
2	Vlad	0,5	1	0,5	1	1	1	5,0
3	Sveta	1	1	1	1	0,5	1	5,5
4	Oleg	1	0,5	1	1	1	1	5,5
5	Inessa	0,5	0,5	1	0,5	1	1	4,5
6	Valentine	1	0,5	0,5	1	1	1	5,0
7	Vladik	1	0,5	0,5	1	1	1	5,0
8	Sergey	0,5	1	1	0,5	1	1	5,0
9	Valery	1	1	1	1	0,5	1	5,5
Sergey	1	1	1	1	1	0,5	5,5
Outcome		0,85	0,78	0,8	0,9	0,9	0,95

The best result was shown by children in mastering the orientation of children by days of the week and seasons (0.95) - 1 child did not fully master and could not cope with the task without help.

Two children did not cope independently by temporal methods: revealing knowledge about the days of the week and studying the concept of “Month”, their number and types (0.9).

Conclusion

When accustoming children to accuracy in time, it is necessary to strictly observe the scheduled dates, since any deviations from the scheduled time are perceived by them especially sharply.

As you can see, in the process of any lesson in kindergarten, there is an opportunity to exercise children in the ability to perform work exactly within the specified time, to teach them to determine the duration of a particular activity by time intervals and to plan in advance the possible amount of work for a particular period of time within 5-30 minutes. The educational value of such activities is increasing. In our experience, in such conditions, children worked more organized, were less distracted, regulated the pace of their activities, and had more time to do. They did not waste time waiting for those who were lagging behind, everyone was accustomed to finish work at the same time, which is extremely important in terms of preparing for school. In the course of work, the children increasingly improved their sense of time and the ability to regulate their activities in time.

Children 4-5 years old are forming and understanding such properties of the world as space and time, quantity and quality, movement and rest, change and development, cause and effect, living and non-living, etc.

A positive effect on the intellectual development of children is provided by the solution of problems to establish spatial and temporal relationships, qualitative and quantitative relationships, as well as highlighting the basic, essential properties of objects and actions. Of particular importance for intellectual development is activity aimed at combining objects into groups based on similarity (classification) and ordering them based on difference (systematization). Direct relationships (similarity) should be studied in unity with the reverse (differences).

The concepts of "space" and "time" are an integral part of the picture of the world as a whole; they are not absolute values, they do not exist outside of matter and independently of it. The understanding of time is connected with the understanding of the inseparable connection between the past, present and future, and the feeling of its movement. Continuity and cyclicity are the main properties of time.

Children early begin to feel the movement and continuity of time and reflect them in the words "before", "after", "now", "then", "suddenly", etc. An intuitive understanding of time as a form of existence of real reality, which is constantly changing, is one of the prerequisites for the development of logical thinking.

Studies of temporal representation by 6 factors showed that children all cope with tasks and are almost 82% able to reproduce the material offered in the classroom, having understood it.

Of particular difficulty was the technique for completing 3 tasks in 1 minute. The best result is shown by children in mastering the orientation of children by the days of the week and the seasons. Two children could not cope on their own according to temporary methods: revealing knowledge about the days of the week and studying the concept of “Month”, their number and types.

A study of the understanding of the relationship of time sequence by children of preschool age gave the following results.

Children established a temporal sequence between links connected by various relationships. But in all series of experiments, the same types of errors were found when the children violated the sequence. So, first of all, the choice of a starting point was violated. In the 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 conclusions of the study are as follows:

1. Children of older preschool age can already establish a sequence based on deeper connections and relationships: the development of a phenomenon, a change in an object, or logical and causal relationships. They are able to analyze the relationship of already 5-8 links, and then practically establish the order in which they follow and explain this sequence.

2. The most accessible for establishing sequence actions in time are:

Material familiar to children, about which they have a certain amount of knowledge;

The links distinguished in it, if they are significant for the given content and carry certain information, and the emotional significance of the selected links is approximately equivalent;

Links connected by spatial relationships (where this horse stood before, where later) or temporal relationships (what happened first, what then), where you can trace the beginning, continuation, end.

The child can comprehend the temporal sequence of a series of links when he practically acts with the links proposed for ordering.

He must simultaneously compare the current state with the previous and subsequent, then each link will be perceived not by itself, but in the system. To do this, you need to create a model of a sequential series, where individual links with intermediate elements materialize into symbols and are conveniently located from beginning to end.

When teaching children to establish a sequence of links in time, it is necessary to give them the direction of the series. It can be set, on the one hand, by a clear formulation of how the time links should be laid out (from what to what). On the other hand, time is a unidirectional quantity, so the location of the links is best given on a straight line in the form of an arrow (in philosophy, the image of time in the form of a flying arrow is known). It can be an elongated cardboard beam with an arrow drawn from left to right along its entire length. In its upper part, links in the form of symbol cards or the objects themselves are placed in the slot.

In the conditions of a kindergarten, the teacher can also meet the sunrise with the children, see how everything gradually turns into orange, purple and yellow tones; observe how, as the sun rises, everything around is illuminated with bright light. Then you can read a poem about the sun, enjoy the light. At the end of the day, watch how everything around changes, plunges into darkness, say goodbye to the sun until the morning. After that, invite the children to paint day and night with paints and arrange an exhibition. And only then should we move on to talking about how people's livelihoods change depending on the time of day, using the life experience of children and adults close to them. This is very important, because it is not a person who defines time in accordance with his vital needs, but time has an impact on people's daily lives.

Bibliography

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Annex 1

Fragment of a lesson on the presentation of 1 minute for children of the older group

A 1-minute hourglass is placed on each table. The teacher says:

Children, look how in 1 minute all the sand from one hourglass can is poured into another, and the arrow on the stopwatch will go one circle.

On a signal, the children turn the hourglass over, and the called child watches the stopwatch.

How much time has passed? -Children answer that 1 minute.

Let's see what we can do in 1 minute, - the teacher says. - The one who finishes the work in a minute will correctly complete the task. Time can be seen on the hourglass: when all the sand is poured from one can to another, 1 minute will pass. While working, you must watch the clock and finish on time. And now, - the teacher gives a signal, - within a minute, add patterns from sticks, whoever wants what.

Summing up the work, he says:

Correctly completed the tasks exactly in a minute Vova, Olya (and others). They followed the hourglass and finished laying out the patterns when 1 minute had passed.

How many patterns did you get in a minute, Lena? Etc.

Annex 2

Study of the concept of "Days of the week", "Month" of their number and types

Purpose of the lesson

Learn to name the days of the week in sequence; introduce the concept of "month" (consists of four weeks, one month follows another); exercise in the classification of geometric shapes according to various criteria.

materials

For the teacher: leaves from the calendar for the past month, folded by week; two sets of numbers from 1 to 7, ball. For children: a set of geometric shapes.

Lesson progress

let's play

"Name it soon"

Children form a circle. With the help of a rhyme, a leader is selected.

A goat walked along the bridge And wagged its tail. I caught on the railing, I landed right in the river. Who does not believe - it's him, Get out of the circle.

He throws a ball to one of the children and says: “What day of the week is today?” The child who catches the ball answers "Tuesday", throws the ball to another child and asks a question like "What day of the week was yesterday? What is the day of the week after Thursday? Name the day of the week between Thursday and Friday. So the role of the leader gradually passes from one child to another. If someone finds it difficult to quickly give an answer, then the teacher offers the children to help him.

Educator. How many days in a week? (Seven.) Let's check if this is so. (Gives the children calendar sheets and offers to arrange them in order.) How many days are there in a week? Name them in order. Use your hands to show how many days are in a week.

Children spread their arms to the sides, thus showing the length of the week.

Then the teacher asks the children to name the first month of the year. “Look, how many weeks are there in a month? (Shows calendar sheets folded by weeks.) Count how many weeks there are in a month. Can you show how many days are in a month? (Children spread their arms wide to the sides.) Does each week have the same number of days? How to find out? (Put the leaves of the calendar of one week under the leaves of another.) How else can you find out how many days are in a month? (Leaves of the calendar put in a row.)

Educator. What is the name of the first month of the year? Second? Listen to proverbs about January.

January is the beginning of the year, and winter is the middle.

In January, the pot freezes in the oven.

January - frosts, February - snowstorms.

Note . If the group has a poster calendar, invite the children to show January on it, ask what month this is.

“Build in order” (complicated version)

Inverted numbers (two sets) lie in disarray on the table. Children move to the music. On a signal, they take the numbers from the table. The teacher tells the children that they need to line up in order: the days of the week in order, one week after another. The players line up in order, in accordance with the number indicated on the card. Children turn into seven days of the week. Thus, two weeks line up. Children left without cards ask the players questions:

Seventh day of the week, name your day of the week and come up with a proverb or saying about the number seven;

Wednesday, tell me what day is your number? Name the fairy tales in which the number three occurs.

Children return the cards to their original place, and the game is repeated.

Sitting at the table

On the tables are geometric figures of various shapes, sizes, colors.

The teacher offers the children to decompose the figures according to different signs:

put aside the big red figures and name them;

set aside small figures, name them;

set aside all the quadrangles and name them;

set aside all triangles;

name different figures.

Guess

Oleg has eight stamps. All but three of the stamps he gave to his friends. How many stamps does Oleg have left? Do not rush to answer, you tell me in my ear, - says the teacher.

After listening to the answers of the children, invites the children to justify their answer.

Tell parents about what the children learned in today's lesson. Suggest paying attention to this in daily life. For example, which family member has a birthday this month? What day of the week will they go to the theatre? Etc.

Appendix 3

Orientation of children by days of the week and seasons

Orientation in time

Purpose of the lesson

Exercise in orientation on a sheet of paper; learn to ask questions using the words: “how much”, “left”, “right”, “below”, “above”; practice counting within ten; in the name of the sequence of days of the week; introduce the name of the next month.

materials

For the teacher: a set of cards with numbers and a set of cards with circles within seven, leaves from the calendar for the previous month, folded by week.

For children: one card each, on which three pictures are shown in a row with objects arranged differently, a set of chips.

Lesson progress

Sitting at the table

Before the children (divided into pairs) a card, chips. The teacher suggests first looking at the pictures: “Imagine that one of you is a “teacher.” He will ask questions, and the other will answer them. First, we will choose a “teacher.” Rub your hands, clench them into fists and show your fingers on the count of "three", you can't show ten fingers.

Whoever shows the fingers more, he begins to ask questions about the picture. One two Three".

Children put their fingers together and determine who starts them. The teacher, approaching a couple of children, finds out how much more each has.

After that, he reminds what words should be in the questions: “In which picture on the left are ...? In which picture on the right are...? What's to the left of...?

For each question, children receive a token. The teacher approaches the children, clarifies their questions and answers. Encourages those who are in trouble. At the end of the work asks who asked more questions.

let's play

"Guess the Number"

Children sit on chairs arranged in a semicircle. The leader is chosen by counting.

On the golden porch sat: Tsar, prince, King, prince, Shoemaker, tailor. Who will you be?

The host thinks of any number within ten and speaks to his teacher in his ear. The players using questions to which the host can only answer “yes” or “no” must guess this number. For example, the number five is conceived. "Is it more than four?" - "Yes". - "Is it less than six?" - "Yes". - "Is that number five?" - "Yes".

After the number is guessed, the player who guessed it becomes the leader.

"Week, build"

(complicated version)

Overturned cards with circles lie in disorder on the table. Children, on a signal, take cards from the table. They are looking for their partners, that is, they select a card with circles for a number, line up in order. Children who are left without cards check if the pairs are correct and give them tasks:

The days of the week that are after Thursday come out (children with the numbers five, six, seven come out);

A day comes out that stands for Monday;

The day comes after Tuesday. The game is played at a fast pace.

caregiver. What month is it now? (February.) Right. We have lived another month in the new year. (Shows the leaves of the calendar.) Show me how many days are there in a week?

And how many days are there in a month? (Children spread their arms to the sides.)

Annex 3 (continued)

Let's count how many weeks there are in this month. (Four weeks.) “Which month has more days: January or February? How to find out? What do I need to do?"

This is done without an account. Calendar sheets are laid out: one month under another. And thus, it is determined which month has more days. Then the teacher offers to remember the proverbs about February. If the children find it difficult, he calls them.

“In February, winter and spring will meet for the first time.

No matter how angry February is, and you, March, don’t frown, but it smells like spring!

caregiver. Who knows what the next month is called?

If the children are having trouble, ask them which month is Women's Day. (In March.) So what month is next? (March.)

Tips for the educator

Bring tops into the play corner. Let the children learn to spin them first with one hand, then with the other. Play the game "Whose spinning top spins longer."

Use origami to make a bird, you will need it in the next lesson.

Day

Target . Determining the level of children's ability to navigate in time.

Material . Four pictures depicting night, morning, afternoon and evening.

Instruction . The child, together with the teacher, examines the pictures and determines what is shown on them. After that, the adult asks the child to choose a picture of the night and put it in front of him. The rest of the pictures are flipped face down. The teacher begins the story: “The night has passed, it is dawning, the sun has appeared in the sky. What has come? (Morning). The child is invited to choose a picture of the morning and put it on the picture of the night. Then the story continues: “The sun has risen high, everything is brightly lit, it has become warmer. What has come? After answering the question, the child finds a picture of the day and puts it on top. Then the teacher says: “The day has passed, the sun is sinking below the horizon, it is getting dark. What has come? After answering the question, the child takes a picture of the evening and puts it on top of other pictures. After that, the teacher asks the last question: “The evening has passed, what comes after it?” If the child cannot answer the question, he is invited to look at the pictures and guess what comes after the evening.

Schemes for practical research

Annex 3 (continued)

Abstract of a comprehensive lesson in mathematics in the senior group "Spring Awakening"

Objectives of the lesson. Clarify children's knowledge of the sequence of days of the week. Learn to measure the volume of liquid substances with a conditional measure. Fix the method of comparing length and width using a conditional measure. Improve the skills of orientation on the plane of the sheet. Develop the ability to divide geometric shapes into four equal parts. Cultivate mindfulness.

Demo material. Model images of the sun, clouds; snowdrop flower, a set of numbers up to 10. Two vessels of different sizes with water, a glass - a measure.

Handout. Album sheets, chips, bricks from large building material; sets of numbers up to 10; counting sticks, conventional measure (stick), geometric shapes: circles, squares, rectangles.

Course progress. Today is math class. Let's remember what day of the week it is? What was yesterday? And what tomorrow? And who will remember all the days of the week in order? Name the holidays.

What time of year is it now? Name the spring months. How many?

Spring came. The sun began to warm every day more and more (let's look at the sun and imagine how it shines brightly, right in our eyes), so the snow began to melt quickly. And then a snowdrop peeked out from under the snow. He raised his head and said: "It's good that spring has come!" (All spring events are shown on the flannelgraph.)

And suddenly the sun hid, the snowdrop became cold. (And we got cold, show us how cold we are?)

The sky is gloomy, gray, and the snowdrop closed its petals, he thought about where he could hide, and grieved that no one would help him.

Let's help him. Let's help him survive. What do you think should be done?

We need water, and not just water, but living water.

I got living and dead water, but I forgot where the water is, although I know for sure that there is more dead water and less living water. Let's think, which of the containers has more water? How to check it? What is needed for measurement? Can the volume of water be measured with a strip of paper? Why not? What is the best measure to take to measure the volume (3 cups, 4 cups)?

You and I will take a glass and see how many of these glasses fit in a jar of rose water, and how many in a jar of blue water.

Children measure and clarify that rose water is 3 cups, and blue water is 4 cups.

What can be said? That the volume of dishes does not depend on the amount of liquid in it. A small jar may contain more liquid than a large jar.

Now we know that living water is pink. And we can calmly water the snowdrop.

Look, we watered him, but he got better only a little. What else can we do for him? What can we do with bricks?

But before building a greenhouse, we must know the dimensions of the bricks, their length and width. You will now measure it using a conditional measure and lay out the numbers - the length of the sides. The first number is the length, the second is the width.

Now we know the dimensions of the bricks and we can build a greenhouse, but we will do this a little later.

Annex 3 (continued)

What else is missing for a snowdrop to bloom again?

You need to keep the clouds away from the sun.

And for this we need to solve problems. And you will show the answers in numbers.

gave the ducklings a hedgehog

Seven spring snowdrops.

Who will answer from the guys

How many ducklings were there?(7)

Six funny bear cubs

Hurry for the snowdrop

But one kid is tired

I lagged behind my comrades,

Now find the answer

How many bears are ahead? (5)

hedgehog walking through the forest

And snowdrops found:

Two under the birch

One - at the aspen,

How many will there be

In a wicker basket?(3)

Look, the clouds have moved away from the sun, the sky has become clear, but for some reason the sun still does not warm. It needs rays to get it so that it can warm the earth.

Let's make two suns, one of nine ray sticks, and the other of seven, and lay out a number next to it. You see, the sun began to warm, warm, only in what place it warms more, it does not know. Here we will help him. With a chip we are looking for a place on a white sheet of paper. Put a chip in the lower left corner; in the upper right corner; on the right side of the sheet, etc. You see, we showed where the sun should shine, and the snowdrop completely leveled off. And in order for it to always be beautiful and please the eyes of people, it needs fertilizer (these are medicines that are designed specifically for plants). These medicines are of different geometric shapes. They act when divided into four parts. Separate them. Show with a number how many parts did you get? So our snowdrop has become healthy and beautiful.

Now you take your bricks and build him a greenhouse.

Summary of the lesson

What did you like about the lesson today?

What new did you learn?

What didn't you like?

Tag those who are doing very well.

Annex 3 (continued)

Game "Live Week"

Seven children lined up at the blackboard and counted in order. The first child on the left takes a step forward and says, “I am Monday. What day is next? The second child comes out and says: “I am Tuesday. What day is next? The rest of the children give tasks to the “days of the week”, make riddles. They can be very different: for example, name the day that is between Tuesday and Thursday, Friday and Sunday, after Thursday, before Monday, etc. Name all the days off of the week. Name the days of the week on which people work. The complication of the game is that the players can line up from any day of the week, for example, from Tuesday to Tuesday.

Richterman T.D. Formation of prefixes about time in preschool children. - M .: Education, 1991. S. 42.

Richterman T.D. Formation of prefixes about time in preschool children. - M .: Education, 1991. S. 35.

Novikova V.P. Mathematics in kindergarten. Senior preschool age. – M.: Mosaic-Synthesis. S. 26.

Metlina L.S. Mathematics in kindergarten. - M.: Enlightenment, 1984. p.122.

Methods for the development of temporary relations are described in detail in the works of T.I. Erofeeva, A.A. Stolyar, L.S. Metlina, T.D. Richterman and others. This paper provides a brief overview of the program "The program of education and training in kindergarten" based on the work of A.A. Joiner. There are several aspects of these techniques that reflect the gradual development of the child's analytical apparatus:

1) familiarizing children with parts of the day,

2) familiarization with the calendar,

3) the formation of an understanding of time sequences.

At an early age, children begin to be introduced to the simplest forms of temporary representations. Familiarization of children with the parts of the day according to the "Program for teaching and raising children" begins in the second group. The task of the educator is to teach children to distinguish and designate in words all four parts of the day. Because the specific determinant of time for children is their activity, then when learning the designation of a part of the day, they should associate it with a specific activity. As the basis of training, those actions of the child are chosen that have a large daily repetition, due to the mode of life. This is the arrival in kindergarten, breakfast, lunch, afternoon nap, games, dinner, etc. It is recommended to conduct classes in the form of a conversation: the teacher asks the children what they do in the morning, evening, afternoon, etc .; when they come to kindergarten, when they dress and undress, etc. At the same time, special attention is paid to the correct pronunciation of the verbal designations of the parts of the day.

For consolidation, didactic material is used, which is a picture with a certain activity that is associated with a specific time of day. Poems and stories are read, which describe the child's actions characteristic of each part of the day. Logic word games are also used. For example: in the game “Missing Word”, the teacher intentionally skips the word: “We have breakfast in the morning, but do we have lunch ...?”.

In the middle group, further consolidation of the acquired knowledge takes place. The content of didactic material is expanding. They pay attention not only to the activities of children, but also to the activities of adults (evening - children watch the evening street from the balcony, dad watches TV after work, mom spreads the bed, etc.). Children are also encouraged to choose pictures that correspond to a certain time of day. In games, the display of various activities is also gradually expanding, children observe the streets and people in the morning, afternoon and evening on walks. After the children have established active associations of the time of day, the teacher focuses on objective indicators that symbolize time: the position of the sun, the color of the sky, etc. For this purpose, walks are carried out, during which children learn to observe changes in the characteristics of the daily course. The material is fixed on 4 drawings, which depict the setting or rising sun, stars, etc. - corresponding signs of each part of the day. The cards are shown at the same time and the children observe the differences between them. The next step is the choice and correlation of the type of activity and objective signs of the time of day. So, children attach a square with the designation of the corresponding part of the day to the cards depicting morning activities (for the morning - blue, for the day - yellow, for the evening - gray, for the night - black). This is necessary for a more successful consolidation of the acquired knowledge, because. children more easily perceive a particular color as a carrier of information.

After the children have learned the name of the parts of the day, have learned to determine them by characteristic objective indicators and correctly name them, you can begin to clarify knowledge about the change of day. At the same time, the essence of the word “day” is revealed: the teacher helps the children to realize that morning, afternoon, evening and night are parts of one whole. An idea is given of the sequence of these parts, for which various games are also held.

After mastering this material, you can proceed to get acquainted with the adverbs "today", "yesterday", "now", "tomorrow" and connect their sequence with the daily course of three days. To do this, you need to talk about one and bright event for children three times in the present, future and past tense. Gradually, by the end of the year, the guys in the middle group should have an elementary idea of the fluidity and continuity of time.

In the older group, the guys are introduced to the calendar. It is worth noting that simply memorizing months, names of days, weeks does not give a stable idea of the length of time and its systematization. Therefore, acquaintance with the calendar occurs through the use of various calendar models. The most understandable model is the tear-off calendar, which helps children feel the irreversibility and duration of time: it is clearly visible how one day follows another. And because children of the older group cannot yet read the names of the days of the week; strips of different colors are pasted on the sheets of the calendar, which correspond to the weekly calendar course adopted in training. Thus, children will be able to "read" by color every day of the week. To improve perception, you can make a box with 18 compartments (3 rows of 6 cells), in which calendar sheets are sequentially folded. The sequence of the top two rows indicates the change of months, and the bottom one - the change of weeks. The sheets of the calendar are sequentially folded into the lower cells (seven in each). At the end of the month, the sheets are transferred to the first cell of the top row on the left. So all six cells are gradually filled in and the children, counting the sheets together with the teachers, get a visual idea of the duration of weeks and months. Those. thus they are led to a quantitative perception of time. It is worth noting that it is necessary to conduct at least four classes for children of the senior and preparatory groups, in which knowledge about calendar time standards is communicated and consolidated. The condition for consolidating the acquired knowledge is everyday and independent activity with a calendar model. In the first two classes in January, children are introduced to different models of calendars, they name the date of the New Year holidays, they are taught to associate the names of the days of the week with the ordinal place. At the third lesson in February, the number of days and weeks that have passed is counted. At the end of each month, they talk about which month ended, how many days it had, and compare it with the previous month. In the preparatory group, the fourth lesson is held - the last general lesson according to the calendar. It includes the clarification of the names of the days of the week, months, the number of months in a year.

It should be noted that systematic work with the calendar contributes to the formation in children of knowledge not only about the current date, but also about the fluidity of time, its periodicity, the frequency of months and the irreversibility of time processes, i.e. practically gives an idea of the main characteristics of time.

The development of a sense of time, as already mentioned above, is a necessary condition for any activity. Therefore, children need to create various situations, focusing their attention on the duration of various vital intervals, clearly show what can be done during this time, teach children to measure and then evaluate time intervals in the process of activity, and carry out simple preliminary planning of their actions. In general terms, there are a number of foundations for the successful development of a “sense of time”:

knowledge of time standards - the child must know what duration they are talking about,

experience of time - feelings of the duration of intervals (in the future this will become the basis of planning),

the ability to evaluate time intervals without a clock.

T.D. Richterman and A.A. Stolyar described in detail the methodology for developing a sense of temporal processes for senior and preparatory groups (Richtermann, 1982, Formation .., 1988). Children in the senior and kindergarten preparatory groups develop a sense of time in intervals of 1, 3, 5 and 10 minutes, because distinguishing between these intervals is vital for children. 1 minute is the initial unit of time accessible to children, from which 3, 5 and 10 minutes are added up. In addition, in everyday life this measure of time is most often found in the speech of others. “In a minute”, “This minute”, “Wait a minute” - children often hear such expressions, but their ideas about this interval are far from adequate. The work begins with the children's perception of a minute interval, and then proceeds to the assimilation of other intervals.

Organization and methods of work:

1) acquaintance of children with a duration of 1, 3, 5 and 10 minutes, while using a stopwatch, an hourglass, a designer watch for children to perceive the duration of these intervals;

2) ensuring the experience of the duration of these intervals in different types of activity;

3) children learn to do the work within the specified time (1, 3, 5 minutes), for which they were taught to measure time and evaluate the duration of the activity, to regulate the pace of its implementation.

The work is carried out in stages.

Stage 1 - includes determining the end of the hourglass activity (a task to do something in 1 minute). Control takes place with the help of a one-minute hourglass, this ensures the accumulation of experience in children in using measurements. The teacher constantly assesses the ability of children to correctly control the time on the hourglass.

2nd stage - assessment by representation of the duration of the time interval in the process of activity. The teacher pays attention to the accuracy of the children's assessment of its duration.

Stage 3 - preliminary planning of the scope of activities for a specified period of time based on the existing idea of its duration. Verification of the implementation of the planned amount of work for a given duration is carried out using an hourglass.

4th stage - the ability to transfer the ability to assess the duration of time periods in life (everyday life, activities, games).

The program material of the first 3 lessons includes the following tasks:

1) introduce children to the duration of 1 minute;

2) to teach the ability to control the hourglass time in the process of performing a variety of activities;

3) to form a sense of satisfaction from the ability to complete the task on time.

Similarly, work is built with 3 and 5-minute intervals. At the same time, children, as a rule, work with an hourglass. It is more convenient to start using a digital clock by studying the 5-minute interval, because. this interval in hours is easy to see. Based on the received ideas about the 1-minute interval, the children learn the clock model. For this, a model is usually used, the arrows of which can move freely. Gradually, classes become more difficult. In order for children to use time as a regulator of activities not only in the classroom, but also in independent activities, their knowledge of the hourly schedule of life in kindergarten is clarified. The children move the hands on the mock-up clocks and, setting the appropriate time, tell what they were doing at that time. Thus, in the process of classes and games, children develop the first planning skills. It is worth noting that, accustoming children to accuracy in time, it is necessary to strictly observe the scheduled dates, since any deviations from the scheduled time are perceived by them especially sharply. The child will be able to assimilate the temporal sequence of activities and events when he practically acts with the temporal links offered to him. He will be able to compare the current state with the previous and subsequent one only when each link in the observed temporal sequence is perceived not by itself, but in the system. To do this, the educator must explain the material in the sequence necessary for the children, help the children reproduce, supplement and restore it, and also gradually achieve an independent determination of the time frame of their activities.