The method of familiarizing children with the clock. Synopsis of the integrated lesson in the preparatory group “Introducing children to the clock. The process of making cookies is of great interest to the child.

01.07.2020

Elena Evseeva
GCD "Acquaintance with the clock" for children 6-7 years old

GCD in the preparatory group

« Getting to know the watch» .

Tasks:

Educational: introduce children with the history of watches and their purpose, to expand the understanding of hours(device, types of clocks, determine the time by watch; to consolidate the ability to depict different clocks.

Developing: develop the ability to navigate in time, visual and auditory perception, attention, fine motor skills, logical thinking children.

Educational: to educate the ability to save your time and the time of the people around you.

Preliminary work: Reading the fairy tale by E. Schwartz "The Tale of Lost Time", looking at the clock, learning the proverbs about time and hours(everything has its time; every seed knows its time; business - time, fun - hour; boring day until evening, if there is nothing to do) with an explanation of the meaning.

Materials (edit): different clocks, pictures with a picture of a clock, colored pencils, a set of numbers - stickers (set per child).

Motivational moment.

Visiting children Dunno... He asks for help. Several times he was invited to the holidays by friends. But when he arrived, it was already too late - all the guests had dispersed.

Guys, why do you think Dunno was late? (didn't know when to leave the house; no clock; slept)

You are speaking correctly. But how do you know when it's time to leave the house? (look at the clock)

Does Dunno have a watch? (No)

Do you think the clock has always been?

A conversation about the history of the clock.

Previously, people determined time by the sun.

The sun was rising and people were waking up; the sun was setting - we went to bed.

And when did people sleep longer, in summer or winter? (in winter the day is short and the night is long)

Later, people realized that the sun can be very accurate to determine the time. In the morning and evening, the shadow from the trees is longer than during the day. In the morning on one side, and in the evening on the other. The man figured it out and invented a sundial

Do you think such a watch was convenient? (No)

They were very large, you can't take them with you, there was no sun in rainy weather.

After that, the hourglass appeared, which was no different from the modern hourglass. (picture show).

They could show how much has passed time: 1 minute, 5 minutes, 1 hour, but only when all the sand has spilled out. You can tell exactly how much time has passed, but they were also not practical - they need to be turned over all the time.

Here is the hourglass, it is 1 minute long.

Is it a lot or a little?

We will now check it out.

The game "What can be done in 1 minute".

Draw a circle;

To water flowers;

Get dressed;

Set the table.

Then the man came up with a mechanism.

Various mechanical watches were made (show pictures):

The game "What, what, what?"

What is the name of the clock that hangs on the wall? (wall);

That stand on the floor (floor);

That stand on the table (tabletop);

That a man wears on his hand (wrist).

But all of these watches had flaws. They had to be turned on often. If you forget to start, they will stop. Therefore, they came up with an electronic clock that runs on batteries. This is the most comfortable watch ever created. (show image).

Guys, how does the clock work?

There is a mechanism inside that drives the arrows. The big hand shows the hours, the small hand shows the minutes, there is also a second hand. In 1 hour - 60 minutes, in 1 minute - 60 seconds. In one day 24 hours.

Do you know how time is determined?

Shown by the educator on the layout.

Guys, soon you go to school and should be able to determine the time for watch so as not to be late for class.

Set a time when we get up in the morning? (7 :00)

What time do we go to exercise? (8 :00)

What time do we have lunch? (12 :00)

What time do we go to bed in the evening? (21 :00)

Working with a dispenser material:

The game "Determine what time it is" (by cards)

Physical education:

Tick - tock, tick - tock

All the hours go like this (head tilt to the left - to the right)

Tick-tock, tick-tock, tick-tock

Look quickly, what time is it? (body bends to the left - to the right)

Tick-tock, tick-tock, tick-tock,

To the left - one, to the right - one (turns of the body to the left - to the right)

We can do this too:

Tick tock, tick tock, tick tock (torso bending forward - backward)

And now I want to check how you learned how to tell the time!

Logic tasks:

Masha and her mother walk 10 minutes to school. How many minutes would it take for her to walk to school alone?

Boil 1 egg for 7 minutes. How many eggs are 5 boiled?

Who is the oldest dad in the family, Alyosha or grandfather? Some of them may be 6 years old, 27 years old, 70 years old.

The game: "Name it, don't be mistaken".

Which hand shows the minutes? Which hand shows the clock?

How many hours are there in a day? How many minutes are in one hour? Which is longer than one hour or one minute?

Do you know proverbs about time?

Everything has its time.

Every seed knows its time.

Business is time, fun is an hour.

The day is boring until the evening, if there is nothing to do.

Which proverb we have learned fits better? (boring day until evening, if there is nothing to do) .

That's right, time drags on for a long time if there is nothing to do, and when there are interesting things to do, time passes quickly.

And now I suggest that you draw for Dunno any clock that you like or come up with your own, and the numbers are already ready, they just need to be glued. And then you and I will present them to Dunno and his friends, so that they can use them to determine the time and not be late.

Children read poems:

1. They say: the clock is idle,

They say: the clock is in a hurry,

They say: the clock is running,

They are a little behind

We watched with you together,

And the clock stands still.

2. Hours keep track of seconds,

They keep track of the minutes

The watch won't let you down

Who saves time.

For an hour an hour, for a year a year,

The clock is always moving forward.

Everything must be done according to watch

Then you will be satisfied yourself.

Do you think we helped Dunno?

Why Dunno watch?

Guys, what new have you learned today?

What tasks did you find the most difficult?

Which watch did you like the most?

You all tried hard today!

Our friend Dunno tells you "Thanks!"

Related publications:

Salt dough is a purely ecological material for preschool children. Very often they began to use it in class with children. Our task.

Booklets: "FEMP for children 3-4 years old", "Introducing children to the clock", "FEMP for children 3-4 years old according to the method of L. Wenger" What is time? How to measure it? What is a minute, second, year? It is very difficult for a 6-7 year old child to learn how to tell the time by.

Purpose: Introducing children to the history and traditions of the Russian people, through acquaintance with the calendar and ceremonial holidays. Program tasks:

Abstract of the GCD for FEMP (preparatory group) "Familiarization with the time recording device - clock" Abstract of the GCD for FEMP (Preparatory group) Topic: "Familiarization with the time tracking device - clock" Program tasks. Continue.

It is necessary to expand the boundaries of the child's independence, to provide him with the opportunity to confirm his assumptions with the help of practical actions, to establish himself in the understanding of the length, number, severity, equality, to study the properties of objects, to experiment.

The attention of parents should be directed to ensure that the child learns to overcome difficulties, is not afraid of mistakes, strives to reason and find an independent way to solve cognitive problems. Often in a family, adults do not allow the child to study the properties of objects, because they are afraid that he will soak the sleeves of his shirt, stain the walls or the table, stain, break something, cut himself, etc. All fears are justified, but they should not become an obstacle to children's experimentation.

Sometimes the questions that arise in a preschooler require observation in specially created situations. Such observation helps to study the properties of objects, allows you to see the changes that occur to them under our influence.

For example, from a walk they brought dazzling white snow, the purest that was found in the yard. It lies on a platter and gradually turns gray, darkens. After a while, it turns into water, and black grains and particles float in it. The water is not as clear as expected.

Or another experience with snow. They put loose snow on one saucer, hard snow on the other, and a piece of ice on the third. We put a stopwatch on the table and observe what is happening, then explain what we saw. We answer the question: why did the ice last longer and melt later than snow?

In such situations, the adult directs the search, leads with the help of questions, reasoning to the selection of properties, the isolation of the most significant of them in a given situation. For example, the density of the snow mass, the lack of free space between its particles, where the warm air of the room can penetrate.

Another example of setting up experiments

“Don't waste time,” the mother often repeats to the child. Finally, the little philosopher has a question: how is it to play for time? Can you take it with your hands and stretch it like a rubber ball? Such a phenomenon as the subjectivity of the perception of time can be tested empirically.

Experience 1. The child is encouraged to sit comfortably on the chair and close his eyes. Mom turns on the stopwatch. When, according to the child, a minute has passed, he should raise his hand. With the help of a stopwatch, it is noted how much time has actually passed. Mom and child can switch roles. At the end of the experiment, they exchange impressions.

Experience 2. The child is invited to consider paired pictures and find differences in them. After a minute, the mother asks the child to finish the work, but does not say how much time has passed. The child makes an assumption about how much time has passed while he was looking at the pictures.

It is necessary to bring the preschooler to the understanding that when engaging in an interesting task, a person does not seem to notice the time, and when doing uninteresting, boring work or its absence, it seems to him that time is dragging on slowly. Doing something slowly, wasting time - this means "wasting time."

You can conduct similar experiments, using other tasks, choosing a different length of time, involve other family members in the experiments.

Experimental locations can be the most traditional. For example, the kitchen is very suitable for this: a lot of interesting things await the child here (if the mother has time and is in a good mood). The kid next to the closest person really likes to comprehend new things. They cut the cheese. What is the shape of the pieces? Triangular, square, rectangular? You can compare square and rectangular pieces of cheese and determine how they differ, and how they are similar. If the child finds it difficult to answer the question, you can lead him to a guess. (Tell me, how many sides does a quadrangular and a rectangular piece have; are the sides the same length? How many corners do each of these pieces have?)

The process of making cookies is of great interest to the child.

With the help of special devices, the dough can be given a very different shape (a knife is also useful for this, however, it will take more time, effort and caution). Using glasses (large and small), you can make circles from the dough. When the cookies are ready, ask the child to first count how many cookies were made in total, and then determine how many cookies of each shape were baked, how the round cookies (size) differ. Make the task more difficult. Ask the child to conditionally divide the cookies between family members, determine how many cookies will be needed if each receives two or three pieces, if each receives half a cookie.

Preschoolers love to shop with their parents

In a store or market, you can show your child a lot of interesting things. Compare the electronic scales used to weigh the groceries in the store with the scales used in the market and household scales. Pay attention to the fact that sometimes the number of berries on the market is determined using a glass. Eggs in the store are packed in boxes of one dozen, i.e. ten pieces each. The price tag indicates their value for exactly one dozen. Juice in bags and bottles can be of different sizes: two or five hundred milliliters, one, one and a half or two liters each. Children's favorite ice cream can also be packaged in different ways. Each package contains a different amount of grams. Boxes of chocolates also vary in weight - it is indicated on the box. In this case, its value may not depend on the weight: sometimes there are very few candies in a large box, since each candy lies in its own nest, far from one another.

In home education, it is recommended to use different types of intelligence tasks that require different methods in their implementation. For example, tasks for finding a character or object are solved by the elimination method. The picture shows three kittens: one tabby kitten with a bow, the second tabby kitten with a white tail, and the third black kitten. Assignment: three kittens played with a ball. Tell me who tangled the threads. It was not a black kitten, but a tabby one; he did not have a bow, but he had a white tail. When completing the task, the reasoning is built as follows: from the condition it is known that it would not be a black kitten. This means that there are two striped ones. How do they differ from each other? One kitten with a bow, the other with a white tail. We need to choose one of them. The condition says that the kitten is striped, but without a bow. Therefore, there is only one possible answer: the threads are tangled by a tabby kitten with a white tail.

And here is a task for determining a number, where a different counting basis is used. Three skiers came to the store and bought ski poles for themselves. How many sticks were sold? It is necessary to visually demonstrate this task to the child by first drawing two sticks, circle them and conventionally depict a skier under them. Draw the same pattern for the second skier and then for the third. Calculate the total number of sticks and conclude: a total of six sticks were sold.

Cognitive communication of a preschooler with an adult and a peer is of great importance for all subsequent child development. The child clarifies ideas about the environment, encounters new properties and features of objects, learns the relationship of phenomena. He shows enviable persistence, he is interested in everything, but not everything is available. Much is beyond his immediate perception. Thanks to the content, rich in interesting and useful information for the child, cognitive communication broadens the horizons of the child, helps to build a holistic picture of the world in the mind.

Examples of quick wits and joke problems:

Dad-goose and mom-cat each bought eight slippers for their children. How many children does each have?
The grandmother bought the granddaughters five sweets and three servings of ice cream. We ate all the ice cream and the same amount of sweets. How many candies are left?
What stones are in the sea? (Wet)
What is a number greater than five but less than two? (There is no such number.)

Familiarization with parts of the day
It is customary to divide the day into four parts: morning, afternoon, evening, night. Such a division, on the one hand, is associated with objective changes occurring in the environment due to the different position of the sun, the illumination of the earth's surface, airspace, the appearance and disappearance of the moon, stars, and on the other hand, with the change in the types of activities of people in different parts days, with alternation of work and rest. The duration of each part of the day is different, so their change is accepted conditionally.
Familiarization of children with the parts of the day according to the "Program of education and training in kindergarten" begins with the second junior group. At this age, it is necessary to teach children to distinguish and designate with words all four parts of the day.
The specific determinant of time for children is their own activity. Therefore, teaching children, it is necessary to saturate parts of the day with specific, essential signs of children's activity, naming the appropriate time.
What types of activities are recommended to be used as indicators of different parts of the day? Among the various types of activities that are repeated daily in the child's day regimen, there are constant ones that take place only once a day, at a certain time: this is coming to kindergarten, exercising, lunch, afternoon nap, etc. There are also varied types of activities , repeated several times during the day, in different parts of the day: playing, washing, dressing and undressing, walking, etc. They can also be used as indicators of parts of the day.
Acquaintance with parts of the day should begin with a conversation about the personal, specific experience of children. The teacher can ask such questions: “Children, you wake up at home when your mother says it's time to get up, it's already morning! What are you doing at home in the morning? When do you come to kindergarten? What do you do in the morning in kindergarten? "
At the end of the conversation, the teacher summarizes: “In kindergarten, you do gymnastics every day, have breakfast. Then a lesson is held. All this happens in the morning. It is morning and we are studying. " Such conversations are held in mathematics classes, with special attention paid to the exercise of children in the correct designation of the parts of the day in words. In everyday life, it is important to train children in using the names of the parts of the day, in correlating actions with a certain time of day.
Strengthening the skills to identify parts of the day should be carried out in the classroom, showing children pictures with images of constant activities typical for each part of the day (you can use pictures of fabulous content), and discussing the question: "When does this happen?" In subsequent lessons, the task is complicated by offering to choose from several pictures those on which it is drawn what happens in any one of the periods of the day (morning, afternoon, evening or night).
To consolidate the knowledge of children, it is useful to read excerpts from stories, poems, which describe practical actions typical for each part of the day. You can also use the most simple word games to activate the dictionary at the expense of the names of the parts of the day. For example, in the game "Say the missing word" the teacher skips the name of the part of the day in the sentence: "We have breakfast in the morning, and we have lunch ...?"
In the middle group, it is necessary to consolidate in children the ability to name parts of the day, to deepen and expand their ideas about these periods of time, constantly paying attention to the various phenomena characteristic of each part of the day. Here you can already show what is happening and what they are doing in the morning, afternoon, evening and night, not only the children themselves, but also the adults. For this purpose, pictures with a broader content can be used: schoolchildren go to school in the morning, fireworks against the background of the evening city, people leave the theater in the evening, etc. We also consider a series of pictures depicting everything that happens, for example, in the evening (children leave from kindergarten, playing at home, watching the evening street from the balcony, grandmother is reading a book to a child lying in bed). It is useful to invite the children themselves from the set to select all the pictures on which what happens during the day is drawn.
The display of various activities characteristic of each of the parts of the day can also be carried out through games. These are travel games in the morning, afternoon, evening and night. You can start the game with the words: “It’s like we’ll go for a walk down the street in the morning and during our trip we’ll see who is doing what. We left the house and saw clean pavements covered with water. Who cleaned the streets early in the morning? "
In the course of such games, children consolidate the skill in determining the parts of the day, the free inclusion of their names in speech.
After children learn to determine the parts of the day for a variety of activities, their attention should be focused on objective indicators that symbolize time (position of the sun, degree of illumination of the earth, color of the sky, etc.). To this end, it is necessary to organize observation of these phenomena during walks. Since it is difficult to see sunrise and sunset in urban conditions, and the gray color of the sky often persists for a long time, you can use cards with the image of the color of the sky and the position of the sun in different parts of the day. The first card depicts the morning: a blue sky, below you can see a part of the solar circle with diverging rays of light yellow color. On the second day: a light bluish-yellow sky, in the upper part there is a bright yellow circle of the sun. Third - evening: gray sky, in the lower part of the bright orange circle of the sun without rays. Fourth - night: black sky with moon and stars. All four cards should be shown to the children at the same time and considered how they differ. The teacher asks the question: "When does this happen?" Then, in games with children, he shows pictures depicting characteristic activities and finds out what they have in common: what color of the sky, where is the sun, etc. On the basis of all these signs, he makes a conclusion about the time depicted.
In the following lessons, you must attach a square corresponding to each picture to each picture: for the morning - blue, for the day - yellow, for the evening - gray, for the night - black. A color symbol should be given as a conventional sign, then children can more easily perceive it as a carrier of certain information. By showing a whole series of pictures with signs, you should invite the children to quickly select those that depict morning, or day, or evening, or night. Then check the correctness of the selection by analyzing their content.
In the future, children can only be offered colored signs and use them to fix the names of the time of day. Colored signs are also used as handouts: the teacher shows pictures or reads poetry, and children, determining what part of the day it happens, raise the appropriate sign. ! When the children clearly learn the names of the parts of the day: they learn to identify by characteristic activity and objective indicators and correctly name each of them, remember the color signs corresponding to them, you can begin to clarify the knowledge about the sequence of the parts of the day.
In exercises to consolidate knowledge about the sequence of parts of the day, you can use colored signs as a handout and invite children to show sign cards that come before or after the part of the day named by the educator. Or lay out the card signs, starting with any of them, and then explain the sequence of the parts of the day.
At the end of the year, when children have already formed knowledge about the parts of the day, it is advisable to reveal the meaning of the word day. Without quantifying this measure (24 hours), it is possible to explain the length of the day using parts of the day. The word day should act as a generalization, that is, the day consists of four parts - day, evening, night and morning. It is necessary to help children realize that day, evening, night, morning are parts of a whole - a day, that the sequence of parts of a day can be counted starting from any of them.
To master the concept of "day", we can recommend the following techniques: attach four pictures depicting parts of the day on the board in a row. Find out when it happens, how many parts of the day are drawn in all the pictures, how can you call in one word all the time when morning, day, evening and night pass, all four parts of the day. Invite the children to fold the cards-signs of the parts of the day and call all this time in one word. Games are also held that reinforce children's knowledge of the sequence of parts of the day: "Name the neighbors" ("Name the neighbors in the morning ...", etc.), "Name all parts of the day" ("I will name one part of the day, and you - all the rest who follow it to make a day. Day. What's next? "and so on).
After mastering this material, you can also explain the meaning of the words today, yesterday, tomorrow as the turnover of three days. To do this, we need to talk about one bright and significant event for children three times: first, say that the puppet theater will be tomorrow, then that the puppet theater will be shown today, and, finally, that it was shown yesterday.
In the process of this work, the children of the middle group begin to form elementary concepts of the fluidity and continuity of time. 268
Familiarizing yourself with the calendar
Calendar time is a certain period of time, the duration of which is fixed by social experience in generally accepted measures of time: days, weeks, months, years. Each measure of time has its own quantitative characteristics and serves as a unit of measurement for the next period of time.
Children of older preschool age, in the absence of systematic work to familiarize themselves with time and methods of measuring it, have very fragmentary, inaccurate ideas about calendar time. Memorizing the names and sequence of days of the week, months does not give an idea of the duration, capacity of time, its fluidity, irreversibility, change and frequency.
There is no doubt that it is necessary to systematically familiarize preschool children with the calendar. This will make it easier for them to orientate themselves in the surrounding reality, since the routine of life in kindergarten is built according to a certain plan associated with the days of the week.
With the help of the calendar, the time of the onset of the holidays is determined, which arouses increased interest among children. Familiarity with the calendar will also help to understand the sequence of the seasons, which are associated with seasonal changes, which are also the subject of study. In older preschool age, an interest in different parameters of time develops: at 6-7 years of age, a child is interested in the duration of a particular phenomenon, the quantitative characteristics of time measures, and time measuring devices. Familiarity with the calendar is also necessary in terms of preparing children for school, for a firm schedule of classes by hours and by 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 attributed to the second category of difficulty in classifying knowledge for preschoolers by A.P. Usova). Mastering knowledge about calendar standards involves: 1) mastering the child's ability to measure time using generally accepted devices; 2) mastering the knowledge of time standards, their quantitative characteristics and perception of their duration; 3) awareness of the relationship between the individual links of this complex system of time standards.
Determining the categories of complexity of knowledge, A.P. Usova pointed out that knowledge of the second category of difficulty can be learned only in the process of special education in the classroom, in the classroom. stock of quantitative representations, children are already familiar with the length of the day. The day can serve as a starting point for getting to know the week and month. It is already possible for children of the older group to give knowledge in a complex about the dates of the month, days of the week, week, and months. In the preparatory group for school, continuing this work, you can give knowledge about the calendar year.
In order for this complex system of interconnected units of time to be comprehended by children, it must be presented in the form of a calendar model, reflecting in material form the relations between units of time. Introducing children to the calendar, it is necessary to organize the work in such a way that they, actively working with the materials of the calendar model and experiencing the duration of all the presented time intervals, consciously master the time standards.
The calendar will help children to visualize a comparatively long period of time, a month and even a year. At one time, FN Bleher wrote that the tear-off calendar gives a clear idea of the fact that "the days are passing away," "events are approaching," a month has passed - a new one has come. Waiting gives the child a sense of the passage of time. FN Blekher warned that there could be no question of memorizing with children the sequence of days of the week, months, their names. Instead, she recommended the use of a tear-off calendar as the most visual instrument for measuring time. Children learn easily that a leaf is a day; to rip the next piece of paper, you have to wait a whole day.
Calendar sheets measuring 9X6 cm must be fixed so that they can be easily removed from the rods. On the front side, each sheet contains a number (number), the name of the day of the week and month. But since not all children of the older group can read yet, on the bottom sheet there should be a strip of the corresponding color, by which the children can identify (“read”) every day of the week on the calendar. The reverse side of the sheet remains clean.
For removable calendar sheets, a box is made with 18 compartments according to the size of the sheets (three rows of six cells). In the cells of the lower compartment, sheets are folded sequentially - days of the week, seven sheets in each cell. Seven leaves - seven days in each cell should create an image of the past week for the children. At the end of the month, the number of its weeks and days is counted. The sheets collected in a month are placed in a pile in the first cell on the left of the top row. So, gradually six cells of the top row of the box will be filled, and then six cells of the second row. Thus, the stacks in the top two rows of the box show the order of the months, and in the bottom row the days and weeks. At the end of the year, the number of months in the year is counted, determining the order in which they follow.
Such a guide serves as a model of the calendar year, since it clearly reflects the relationship of all measures of calendar time. Children themselves remove the sheets of the calendar and add a week from a day, a month from weeks, then determine the place of a given month among others. The months are gradually and consistently made up of the year. By the contents of the box and by the calendar sheets laid out in it, you can determine how many days have passed since the beginning of the month, how many months have passed since the beginning of the year, and by the empty cells - how many are still left before its end. Performing all these actions, children gradually comprehend and realize complex quantitative relationships between individual measures of time.
It is necessary to conduct four organized lessons for children of the senior and preparatory groups, at which to communicate the necessary knowledge about time standards associated with calendar time. The assimilation and further consolidation of the knowledge gained should take place in everyday life and active independent activity with a calendar model.
It is advisable to hold the first lesson to familiarize yourself with the calendar at the beginning of January. Find out what date the new year has begun. What is the date and day of the week today? How can you find out all this? Show different types of calendars and explain their purpose. Find out what the children can learn from the calendar. Consider those leaves of the calendar that indicate the days that have already passed since the beginning of the year, remove them. Determine what color the stripes were on the past days of the week, say the date of today and explain why this sheet cannot be removed yet. Hang the calendar on the wall and take off the calendar sheet every day and find out what date has come, what day of the week.
A week after the first, conduct a second lesson in which to clarify with the children the ideas about the days of the week, to teach them to associate the names of the days in the week with the ordinal place. In this lesson, the children should, as it were, see the whole week, presented in the form of seven calendar sheets sequentially laid out on a blackboard. The connection between the name of the day and its place in the week will help to remember the sequence of days of the week and their names, for example: “What is the name of the second day of the week? Why is the second day of the week called Tuesday? "
In the third lesson, which is held in early February, it is necessary to clarify the children's ideas about the week and month. In this lesson, preschoolers work with calendar sheets, name the days of the week, correlate certain activities with them, name the preceding and following day named.
Using the calendar sheets laid out in a box for weeks and counting the stacks, the children determine how many weeks were in the first month of the year - January (four weeks and three days). All January leaves are stacked and placed in the first cell on the left of the top row of the box. This is how children understand that January is the first month of the year. Further, it is reported that the second month has come - February, that this month, too, children will take sheets off the calendar every day and put them in a box.
The ability to determine the date on the calendar and to name the days of the week is gradually formed in children. This is facilitated by the holding of various didactic games with cards (based on the correspondence of colors to the days of the week) in order to consolidate knowledge about the order of the days of the week. The options for game tasks can be different. You can offer, for example, to put cards with the days of the week in pairs with the next day (game "Find a Pair"). Or lay out the cards in order of days in the week, starting from any of the days ("Whose week will get together faster").
The attention of children is recorded daily on the current date. At the end of each month, they conduct a small conversation about which month ended, how many weeks, days there were in it, all this is compared with the previous month. Determine the number of months that have passed since the beginning of the year and specify the name and ordinal number of the new month.
In the preparatory group for school, where children continue to work with the calendar, in the first days of the new year, the last, fourth, generalizing lesson on the calendar is held. This lesson clarifies the idea of \ u200b \ u200bthe calendar year (how many months are there in a year, as they are called). A visual material is a box with pages of the calendar for the past year spread out in it by months. The same questions are asked: how many months in a year? What is the first month of the year? What month ends the year? Etc.
Systematic work with children on mastering the calendar for one and a half years contributes to the formation in children of knowledge not only about the current date, but also about the fluidity of time, its frequency, about the recurrence of the calendar year and its irreversibility (the past year does not return, but the next, new one begins) ...
Developing a sense of time in older preschool children
Modern working and living conditions require a person to be able to feel the time and use it rationally. In turn, a developed sense of time (the ability to determine time intervals without a clock) encourages a person to be organized, collected, accurate. Time is a regulator not only of various types of activity, but also of social relations. It is the regulator of the life and educational activity of the student, starting from the classroom. In the process of teaching at school, there is not a single type of activity for children in which spatial-temporal orientation would not be an important condition for the assimilation of knowledge, skills and abilities. Many additional difficulties have to be overcome by those children who, by the time they enter school, have not developed temporal distinctions. Literally from the first lessons, children should be able to work at the same pace and rhythm, keep within the allotted time. Students in the class must learn not to be late for class, start home preparation on time, and so on.
For all these requirements that the school imposes on a child, it is necessary to prepare even at preschool age. For this, first of all, it is necessary to develop a sense of time in children, to create special situations, focusing the attention of preschoolers on the duration of various vital time intervals, to show what can be done during these periods of time, to teach them to measure and then evaluate time intervals in the process of activity, calculate your actions and perform them at a predetermined time.
The factors on the basis of which the sense of time is formed are:
1) knowledge of time standards (generalized idea of them); in order for the child to understand what time duration he is being told, or to independently determine the time interval, he must know the measures of time by the clock and learn how to use them;
2) experiencing time - feeling the duration of time intervals. To do this, it is necessary to organize a variety of activities of children within certain time periods, which will enable children to feel the length of time and imagine what can really be done in one or another segment. In the future, this will serve as the basis for the formation of the ability to plan their activities in time, that is, to choose the amount of work in accordance with the time allotted for it;
3) development in children of the ability to estimate time intervals without hours; supervision from adults will help them improve the adequacy of assessments, therefore, it is necessary as a reinforcement in the development of skills of orientation in time.
Pupils of the senior and preparatory groups for school can develop a sense of time, first at intervals of 1, 3, 5 and 10 minutes, because distinguishing these intervals is vital for children: 1 minute is that initial unit of time available to children, from which 3 , 5 and 10 minutes. This measure of time is most common 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 following points can be included in the methodology for working with children: 1) familiarizing children with time intervals of 1, 3, 5, 10 minutes (in this case, a stopwatch, hourglass, designer watch should be used for the children to perceive the duration of these intervals); 2) ensuring the experience of the duration of these intervals in different types of activity; 3) teaching the ability to perform work within a specified time period (1, 3, 5 minutes), for which one should learn to measure time and estimate the duration of an activity, to regulate the pace of its performance.
It is desirable to carry out the work in stages.
At the first stage, it is important to teach children to determine the end of the term for performing an activity using an hourglass (give the task to do something in 1 minute and control the time using a one-minute hourglass), this ensures the accumulation of experience in children in using the measure. The teacher constantly assesses the children's ability to control the time by the hourglass.
At the second stage, children should be taught to estimate the duration of the time interval in the process of activity by representation. The teacher fixes attention on the accuracy of the children’s assessment of duration.
At the third stage, you can teach the ability to pre-plan the amount of activity in a specified period of time based on the existing idea of its duration. Checking the fulfillment of the planned amount of work for a given duration is carried out using an hourglass.
At the fourth stage, teach children to transfer the ability to assess the duration of time periods in life (everyday life, classes, games).
The work is carried out within the framework of classes in mathematics. In the first lesson, it is necessary to identify the children's ideas about 1 minute and demonstrate its duration on a stopwatch, explaining that the movement of the arrow in a circle is always completed in 1 minute. After that, you should show the hourglass, explain why they are so called, and demonstrate the duration of the minute at the same time using the hourglass and the stopwatch. Then invite the children to figure out what can be done in 1 minute. In this and the next lessons, the guys themselves will check what can be done in 1 minute.
In subsequent lessons, preschoolers perform three tasks.
1. Laying out any patterns from sticks for 1 minute, observing the hourglass.
2. Unfolding the sticks in ten pieces within a minute.
3. Stacking all sticks one by one in the box within 1 minute. This lesson assumes that the workload should be in a 1-minute interval. Two operations - taking and putting a stick - take 2 seconds, so for all three tasks in the first lesson, children are given 30 sticks each. Thus, conditions are created under which they can complete the task on time.
In the next lesson, children again observe with the help of an hourglass the flow of 1 minute and perform somewhat complicated tasks, in which the number of operations depends on the individual pace of actions. At the end of the lesson, the children are shown the dependence of the results on the pace of work for the same duration.
You can offer the following tasks:
1) draw sticks on paper in a cage, line by line, for 1 minute;
2) cut the paper into strips (along the outlined lines), and then count how many strips who managed to cut;
3) invite three children to undress the doll for 1 minute, and then tell how many things they managed to remove from the doll during this time;
4) dress the doll for 1 minute and tell how many things they managed to put on the doll; compare what they did faster: put on or undress a doll;
5) invite some children to get dressed in 1 minute, and everyone else to keep track of how many things they have time to put on during this time.
In the next lesson, preschoolers can cut strips of paper into squares, then squares into triangles, and then cut out circles from the squares. The teacher, together with the children, compares how many squares, circles and triangles can be cut in 1 minute. At the end of the lesson, the children lay out patterns from the obtained geometric shapes and find out how many figures can be used to make a pattern in 1 minute.
The next three sessions use different material. Children should be taught to estimate the duration of their activity by representation. In these classes, the guys perform the same tasks as in the first three, but now they determine the time without the hourglass. The instruction can be given as follows: “You yourself will finish the work when it seems to you that 1 minute is over. Let's see which of you guesses correctly when the minute will end. "
The next two sessions are devoted to teaching the ability to correctly select the amount of work corresponding to an interval of 1 minute. It is important that the children plan the amount of work in advance and, after completing it, determine the time spent.
For the development of a sense of time in the process of performing various tasks, it is not enough to introduce 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 time recording by the children themselves using an hourglass. This is the most successful device for measuring time by children. The volume of sand in the can shows how much time has passed and how much is left until the end of the minute. By observing the passage of time in the process of completing the task, children can regulate the pace of their activity themselves.
The minute hourglass can be used not only in the classroom, but also in other activities. You can put an hourglass in the dressing room, and children will check how many things they can put on in 1 minute.
Familiarization of preschoolers with the duration of 3- and 5-minute intervals is carried out using the same method. First, you figure out how many times you need to turn the minute hourglass and how many circles the hand will make on the stopwatch while the sand is poured in the 3-minute hourglass. Performing work designed for 3 minutes, children compare its volume with the volume that they completed in 1 minute. For example, when dressing for a walk, you can compare how many things you managed to put on in 1 minute and in 3 minutes.
Children should perceive this (5 minutes) interval as a derivative of 1 minute: the minute hourglass will be turned five times, the hand on the stopwatch will go around the circle five times. Thus, the perception of a new time interval will occur based on the knowledge that children already have about the duration of 1 and 3 minutes.
When they get to know the 5-minute interval, preschoolers learn to measure time both on an hourglass and on a toy constructor watch with a transparent case. This watch can be started and stopped at the right time. The 5 minute interval is easily seen on this watch as the distance from digit to digit.
Familiarization with the 10-minute interval can be carried out not only in mathematics classes, but also during other activities in which children are asked to complete a particular task for 10 minutes.
So, you can invite the guys to draw and paint a vase in 5 minutes, and then draw a pattern in 10 minutes. The teacher shows that in 10 minutes the hand of the clock will cover the distance between two digits. The clock starts, and the children finish work on their own with the end of the time allotted for it.
It is advisable to teach children the ability to tell the time on the clock and familiarize them with the structure of the clock in class. Models of watches are used as handouts. The teacher finds out if the children guess that these are clock models, explains the purpose of the clock hands. You can invite children to put the big arrow on the number 12, and translate the small arrow from number to number and determine what it shows.
In the next lesson, you should explain to the children that the minute hand, moving in a circle, makes a whole circle in 1 hour. And if you divide the circle in half (show on the clock model, covering half of the dial with a colored semicircle), you get two halves of the circle. The hand moves half a circle in half an hour. If you still cut each half of the circle in half, you get four quarters of an hour. Each of the four segments of the circle is covered by the hand in a quarter of an hour - 15 minutes. You can explain the expressions a quarter past one, a quarter of an hour by showing the time on a clock layout. Children on the models of the clock translate the hands to half an hour, a quarter of an hour and call this time. The teacher draws the attention of the children to the wall clock, determines the time by it. So, two lessons are enough to give the children the necessary information about the watch as a device for measuring time. In the future, you should refer to the watch as needed. In order for children to begin to recognize the time not only on the instructions of the teacher, but also on their own, it is necessary to clarify their knowledge of the hourly routine of life in kindergarten. The guys move the hands on the clock-models and, setting the appropriate time, tell them what they should do.
In the process of any lesson in kindergarten, there is an opportunity to train children in the ability to do work exactly within the specified time, teach them to determine the duration of a particular activity and plan in advance the possible amount of work for a particular period of time within 5-30 minutes. In such conditions, children work more orderly, are less distracted, regulate the pace of their activities and do more. They do not have time to wait for the laggards, everyone strives to finish work at the same time, which is extremely important in terms of preparing for school.
Developing an understanding of temporal sequence relationships
In the objectively existing time, various events, phenomena, human actions follow one another, therefore, you can isolate their temporal sequence and be guided by it when planning and organizing your activities. Children should be able to consistently consider a particular phenomenon, object, picture, express their thoughts, perform operations in labor, sports and any productive activity. To do this, you need to be able to isolate the time sequence in the proposed content and be able to reproduce or establish it anew. Children cannot independently master these skills.
Therefore, we need specially developed and introduced into the learning process techniques aimed at isolating, restoring and establishing a time sequence that will equip children with the necessary methods of action.
The material on which children are taught to set the time sequence should be familiar to them; the links allocated in it -. significant and carrying certain information; the emotional significance of the highlighted links should be approximately equal. It is necessary to choose such classes or activities that are repeated in such a way that work can be carried out with the same visual material at all stages of training.
The child will be able to learn the temporal sequence of a number of links when he practically acts with the proposed links. The child will be able to simultaneously compare the present state with the previous and the next, when 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, indicated by symbols, are located from beginning to end.
Thus, teaching older preschool children to establish a time sequence is carried out according to the following plan:
1. The material is explained in the order that is necessary.
2. The temporal sequence of the content of the material is isolated.
3. Initially, the educator himself, and as they learn, the children independently reproduce the time sequence on the model using symbols or the objects themselves.
4. Children themselves establish a time sequence on the model: a) the teacher puts the first link, and the children continue; b) children independently establish the sequence of all links and talk about it.
5. The teacher lays out the links on the model, breaking the sequence of some of them, and the children restore this sequence.
6. Children perform tasks without a model in the proposed meal in a meal.
The experience of teaching children to establish a sequence shows that in such conditions preschoolers feel more confident, work more systematically and more independently.

These tips will help parents to introduce their child to the fascinating world of mathematics in an easy and relaxed atmosphere. Using examples of everyday life of a preschooler, you can teach counting, numbers, geometric shapes.

Download:

How to make friends with math for a preschooler.

I often hear from parents complaining that the child does not want to learn numbers, solve problems, and work in recipes. To which I always want to ask a question, how often does mom, for example, want to sew a thing for herself or knit something? To which, I am sure, many will say that it is useless or I am not able, there is no time and the like. The same thing happens with a child. At preschool age, he has a lot of things of his own, which are interesting, necessary and important. And he will study at school!

And he's right. After all, the main activity of a preschool child, however, like a first-grader child, is a game!

The ability to count, like the ability to read, can be developed using play or game techniques. Every kid wants to learn how to write his own name, because for this you did not give him the task of learning all the letters, you just typed it on a piece of paper, and he was interested, and he remembered it for the rest of his life. Approach the question of how old he is and how does it look on paper in the same way? So, already from the age of three, a child can easily learn numbers within his age, house number, apartment number, family size, etc. Have him learn to count, say, from one to five, and then to ten. You don't even need to allocate any special time for this.

Now you went for a walk. Speak any counting rhyme at the same time as the steps:

One two three four,
Three-four, one-two,
Who goes? We go.
Who sings? We sing.

Count the number of rungs on your flight of stairs.
In the future, you can increase the number of numbers listed in the counting-rhyme, singing it to the tune of the musical scale and performing it to the rhythm of your own steps.
The child must learn not only the count from one to ten, but also in the reverse order - from ten to one. This can be done when you are at home. Let's say you are cleaning a room, and the child counts how many chairs you should have wiped first, and then how many of them remain. Countdown can be repeated before the child goes to bed: scientists have noticed that information received by a person immediately before bedtime is usually well remembered. Now you are five years old, and when you were younger, you were ... four years old, and even smaller - three, two, one.

When helping you in the kitchen, count how many pots are on the stove, how many ladles are hanging on the wall, and how many spoons are in the sink. From apples, potatoes or beans from which food is prepared, the child can lay out the numbers indicating their number.
Notice what the individual numbers look like: two for a swan with a long neck, five for an inverted two, and six and nine for acrobatic numbers. With familiar objects, it's easy to master the simplest addition and subtraction techniques. “We had three mugs on our table, but dad came and they added one mug. How much has it become? " “In the morning there were four apples in the vase, and now there is only one left. How many apples have we eaten? "
Good counting training is naming odd and even numbers alternately. The child is offered a game, during which he, alternately with the older one, must call the numbers "through one".
You can practice counting even while playing constructors. We count cars, figures, sort and count the same parts. Children are very fond of board games, which parents often forget or do not know, but this is very good material for counting, where every time you have to count the required number of moves.

There are so many interesting things around.

The objects around the child and the activities of adults can significantly expand mathematical concepts. It is only necessary to interest the baby in what is around, and help him see the unusual in the ordinary, direct attention to the understanding of the process and the results of actions: measuring, increasing or decreasing the counts, establishing correspondence, determining the time, finding the route of movement and much more.

Your attention should be directed to ensuring that the child learns to overcome difficulties, is not afraid of mistakes, strives to reason and find an independent way to solve cognitive problems. Often in a family, adults do not allow the child to study the properties of objects, because they are afraid that he will soak the sleeves of his shirt, stain the walls or the table, stain, break something, cut himself, etc. All fears are justified, but they should not become an obstacle to children's experimentation.

For example , from the walk they brought dazzling white snow, the purest that was found in the yard. It lies on a platter and gradually turns gray, darkens. After a while, it turns into water, and black grains and particles float in it. The water is not as clear as expected.

Another example of setting up experiments. “Don't waste time,” the mother often repeats to the child. Finally, the little philosopher has a question: how is it to play for time? Can you take it with your hands and stretch it like a rubber ball? Such a phenomenon as the subjectivity of the perception of time can be tested empirically.

Experience 1. The child is encouraged to sit comfortably on the chair and close his eyes. Mom turns on the stopwatch. When, according to the child, a minute has passed, he should raise his hand. With the help of a stopwatch, it is noted how much time has actually passed. Mom and child can switch roles. At the end of the experiment, they exchange impressions.

Experience 2. The child is invited to consider paired pictures and find differences in them. After a minute, the mother asks the child to finish the work, but does not say how much time has passed. The child makes an assumption about how much time has passed while he was looking at the pictures.

You can conduct similar experiments, using other tasks, choosing a different length of time, involve other family members in the experiments.

The process of making cookies is of great interest to the child. With the help of special devices, the dough can be shaped in a variety of ways. With the help of glasses (large and small), circles can be made from the dough. When the cookies are ready, ask the child to first count how many cookies were made in total, and then determine how many cookies of each shape were baked, how the round cookies (size) differ. Make the task more difficult. Ask the child to conditionally divide the cookies between family members, determine how many cookies will be needed if each receives two or three pieces, if each receives half a cookie.

Preschoolers love to shop with their parents. In a store or market, you can show your child a lot of interesting things. Compare the electronic scales used to weigh the groceries in the store with the scales used in the market and household scales. Pay attention to the fact that sometimes the number of berries on the market is determined using a glass. Eggs in the store are packed in boxes of one dozen, i.e. ten pieces each. The price tag indicates their value for exactly one dozen. Juice in bags and bottles can be of different sizes: two or five hundred milliliters, one, one and a half or two liters each. Children's favorite ice cream can also be packaged in different ways. Each package contains a different amount of grams. Boxes of chocolates also vary in weight - it is indicated on the box. In this case, its value may not depend on the weight: sometimes there are very few candies in a large box, since each candy lies in its own nest, far from one another.

Examples of quick wits and joke tasks:

Dad-goose and mom-cat each bought eight slippers for their children. How many children does each have?
The grandmother bought the granddaughters five sweets and three servings of ice cream. We ate all the ice cream and the same amount of sweets. How many candies are left?
What stones are in the sea? (Wet)
What is a number greater than five but less than two? (There is no such number)

And finally, I would like to tell the parents that all of the above is possible, easy and simple, but only if you communicate with the child not on schedule and from time to time, but hourly and daily and a positive result will certainly be!

Advice for parents.

How to make friends with a watch for a preschooler.

Additional education teacher

First qualification category

Ivanchikova Tatiana Nikolaevna

To consolidate the child's success in mathematics, be sure to teach him to understand what time has come.
With the arrival of a child at school, temporary indicators begin to play a special role for him. Mom wakes him up in the morning with the words "it's time to get up", hurries him to breakfast - "otherwise you will be late", worries, waiting from school, and at home he meets the question "why were you detained?" The child's school hours are subject to the school bell. During the lesson, he will never give his voice earlier than he would like, but he will not lengthen the cheerful break.
Do you know what folk riddle exists about the clock: “I have no legs, but I walk, I have no mouth, but I’ll tell you when to have lunch, when to sleep, when to start studying”. A very accurate riddle, all the details in it are noticed. The child has gone to school - he must learn himself, without outside help, to determine which time has come. It's time to do homework or go to bed. The task of the parents is to show the preschooler how to navigate by the dial, because such a cognitive acquisition will become essential throughout his life.
It is not difficult to teach this - there are typical dials in every home.
First, find out if the child can count to twelve and if he knows the numerals for each number. Reinforce this knowledge by indicating each number on the dial. Have your child count out loud to twelve with you as they move their finger from number to number. See how many clocks you have in your house, what are their external differences and purpose - manual, wall-mounted, alarm clock, etc.
Then explain the purpose of the arrows. The short (small) hand shows how the watch moves, this hand is slightly thicker than its girlfriend. And the long (large) hand is the minute hand. Each clock has its own sounds - they tick, ring, squeak, and finally beat. Have the child try to voice the mechanical sounds of the clock.
Explain that there are twelve o'clock indicators on the dial. And each hour is divided by separate lines into 60 minutes. Hours and minutes are shown by different hands - large and small. The fact that the hour hand is small and the minute hand is large is accepted on any watch all over the world - and on tiny wristwatches. In addition, all clocks in the world run in the same direction. There is even such an expression - to move clockwise, that is, to walk in a circle the way the arrows really go
- time indicators. Observe the clock, let the child make sure that the small hand moves slowly, and the minute hand overtakes it. While the hour passes the distance from one digit to another, the large one manages to run around the whole circle.
It is better to start learning the perception of the hour dial by observing the movement of the hour hand. For example, if the small hour hand is at eight, it means eight o'clock in the morning - it's time to go to school. If the number is twelve, then it's time to go home from school and so on. And if the hand is located at the transition from one digit to another, it means that the time is at the transition from one hour to another. Play a kind of game with your child - ask him several times during the day: "What time is it?" If the child does not yet know the numbers up to sixty, let him not tell you how many minutes the minute hand shows, but only says how many hours the hour hand shows. And he can talk about the minute hand, informing its location - on which number it is located. Gradually, with practice, the skill of determining the time by the dial will come.
An image of a clock can be drawn, and the arrows on them can be made moving by attaching a piece of wire or a screw with a nut in the center to the button.
We play wisely - we gain knowledge. But with the acquisition of a real wristwatch for a first grader, it is better not to rush - they will distract his attention from other more prosaic moments of the lesson