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We acquaint the child with time: useful games

We acquaint the child with time: useful games

Time is a difficult concept for children, they master it gradually. But, despite the individual characteristics and developmental schedules, all the kids go through several key stages.

While the child does not notice the passage of time, such a concept simply does not exist for him, but you can give guidance. Now life and the world around revolve around its physiological needs.

So with a more or less regular mode of the day, he intuitively remembers when you feed him, bathe him, take him for a walk. On these “hours” the baby gets his first and very still vague idea of ​​time.

And closer to 2 years, he can guess what the words “soon” and “wait a little bit” mean. Until this moment, take care of your nerves and do not rush to cultivate patience in the child, while he is just a little ready for this.

At this age, children can usually become aware of two temporary categories: the immediate future and the recent past. Another great feeling is the difference between “before” and “after”, when you give them clear instructions: “Put on socks first, then sneakers”, “We go to the park, after a look at the store”.

We acquaint the child with time: useful games

Many children at the age of 4 begin to be seriously interested in the duration of various events, but they are most worried about the questions “How long to wait?” And “When will we arrive?”. And most kids fascinate hands and dials.

Often there is a desire to wear watches to be like mom or dad.

But while they interpret all key temporal concepts in their own way, they can easily go downhill for at least “a hundred hours.” They also actively use in their dictionary temporary designations like “before”, “after”, “day”, “night”, “tomorrow”, “yesterday”, “immediately”, “immediately”.

However, they still cannot fully experience how long an instant, morning or week last.

When you say to the child: “We go to the kindergarten in half an hour”, it’s clear to you that before leaving the house you will have time to raise eyebrows, throw dirty laundry into the washing machine and wipe the centimeter layer of yesterday’s mud from rubber boots. But your four- and even five-year plan will subtract only one thought from this phrase: “We will go out soon”.

Keep this in mind in order not to get angry once again and not to fall into despair. So far, without your help and sensitive guidance, the child will not be able to get ready for a walk as fast as you. By the way, some adults also need a lot of time for fees.

Perhaps you are even one of them, just for some reason you are ready to make concessions to yourself.

It’s much easier for a child to figure out what you mean when you call not days of the week and not exact time, but make reference to regular routine events: “We will have dinner when dad returns from work,” “Let’s go to the pool after cartoons”, “ Guests will come for dinner. ”

But this does not mean that the exact notation of time in speech is not necessary. On the contrary, they are necessary for the baby to gradually learn to grasp their meaning.

Children begin to gradually understand the days of the week and the months. If you deal with them, they can even recognize dates.

When you tell your child that you will go to sea “in two days”, and the taxi will be at the door “in 2 hours”, he is quite well aware of how long he will have to wait.

At about 6 years old, children can consciously operate on the days of the week and firmly assimilate their sequence. Closer to 8 years old they learn to use a mechanical clock with three hands and understand the expressions “the day after tomorrow”, “the day before”, “three days ago”.

There is a mass of fascinating tasks that will help the child to realize the passage of time. If you do not turn classes into dry cramming, but to present information in the form of a cognitive game or as a tempting experiment, there will be more confusion.

There is a mass of fascinating tasks that will help the child to realize the passage of time. If you do not turn classes into dry cramming, but to present information in the form of a cognitive game or as a tempting experiment, there will be more confusion.

Up to 3-4 years, young children often confuse breakfast with lunch or dinner, especially if they sleep during the day. So that elementary concepts can be learned faster, make a visual poster with pictures.

Information will be remembered better if the kid himself becomes the hero of the mini-story.

To do this, first take a picture of him in those moments when he wakes up, cleans his teeth, has breakfast, plays, has lunch, sleeps during the day, has lunch, walks, and so on. Then print the pictures and make a collage.

Contact him as often as possible when you comment on your daily routine in real time.

Remember the seasons will help still life with a thematic composition. At the beginning of each season, you choose to his own taste those of his characters that can be made from clay or paper. Let the baby determine them for himself, and you will help him to materialize his plans.

You can place your treasures anywhere: in a beautifully decorated box, on a tray or on a wall panel.

Today and yesterday

This exercise was invented by Maria Montessori herself to help kids understand how the present turns into the past.

Take a sheet of drawing paper, divide it into two columns. In the left at the top write the word “past”, in the right – the “present”.

It remains to offer the child with your help to fill the columns with newspaper clippings, photographs or drawings, and then closely follow the changes.

For example, in early June, you can draw a summer landscape, and then it will be in the category of “present” for three months. And if today you hang up the news about the happy rescue of the Bugs dog, which was lost in your area, then the next day this news will sink into the “past”.

Another interesting practice using the Montessori method will help the child get a more or less formalized idea of ​​age. True, this exercise is suitable after 5 years, when children are already beginning to master the basics of the bill. Give the kid a sheet of plain white paper, place it horizontally.

Then help him write down the names of his closest relatives, starting with the youngest family members. Then take the paper, lined in a large cell, and explain that one square is one year.

Now ask the child to count for each relative as many squares as he is. Then the “annual stripes” need to be cut and pasted in front of all the recorded names.

With seconds, minutes and hours it is better to introduce the child in a playful way. Look for simple comparisons, take examples from your joint experience, they will help to feel these time periods more fully.

For example, a second is enough to blink once slowly or slam twice quickly. You can check it right there.

Then think what can be done in a minute. For example, run from the bedroom to the kitchen and go back.

Or sing a short song. And in an hour you usually have time to go to the store or get to the grandmother with the grandfather.

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