Summary of the lesson “Time orientation” in the senior group of kindergarten

Lesson on FEMP at a preschool educational institution.
Senior group. Topic: Time orientation Program content : practice orientation on a sheet of paper; continue to teach asking 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; develop attention and perseverance; fine motor skills of fingers; develop self-control skills. Demonstration material : cards for the game “Tangram”;
handouts: illustrations from the “Smart Book”; numbers up to seven; X. Cuisenaire's rods. Course of the lesson
1. Game “What is where?” You can use story pictures or toys. Children name where things are:
• A squirrel is sitting on a branch.
• Bunny under a bush. • Car behind the house. • Doll on the sofa. • Cube under the table. Etc. The teacher invites the children to ask each other what is on the right (left, above, below).
- Who is to the right of the tree?
- What's below? -What's up above the house? Etc. 2. Gymnastics for the eyes. Close eyes. Rest 10-15 s. Open eyes. Movements of the eyeballs: • eyes to the right - up; • eyes to the left - up; • eyes to the right - down; • eyes to the left - down. Close your eyes. Rest 10-15 s. 3. Game “Week, line up.” On the table there are upside-down cards with circles (or numbers) lying in disarray. Children, at a signal, take cards from the table and line up in order. Tasks: • children come out with cards with numbers indicating the days of the week after Thursday (children come out with the numbers five, six, seven); • a child comes out with a “Monday” card; • a child comes out with a card with the name of the day after Tuesday, and so on. 4. Game “Who knows, let him continue to count.” The teacher offers to count flowers (for example: tulips, dandelions, etc.). The teacher and children stand in a circle. The teacher says: “One dandelion” and throws the ball to the child, who catches the ball and continues: “Two dandelions,” throwing the ball to another child. And so on. Physical education lesson We will go right first - One, two, three. Now let's go left - One, two, three. And now we will all sit down - One, two, three. Let's stand up together and quietly - One, two, three. And now we will all dance - One, two, three. 5. Composition of numbers 6 and 7. Work with X. Cuisenaire sticks. The teacher reads a poem:
Number 1 - the very first snowball, 2 - a flower gently hung its head, 3 - the wind plays with the waves of the sea, 4 - the flag turns red (what color is it?), 5 - the color of the sun and dandelion, 6 - the colors of violets are more beautiful no, 7 - the soot in the chimney is getting blacker, 8 - ripe cherries have become tastier, 9 - fragile and pleasant like a bell, 10 - fresh and fragrant as an orange.
G. Popova Assignment: place a stick on the table that corresponds to the number 6 (purple). Children lay out the number six from other sticks (six white or yellow and white; two blue; three pink and so on). 6. Playing with sticks. On Monday - tangerine, And on Tuesday - orange, On Wednesday - chocolate, On Thursday - marmalade, On Friday - grapes, On Saturday - cookies, On Sunday - jam. I did the laundry on Monday, Paul swept on Tuesday. On Wednesday I baked a loaf of bread, I spent all Thursday looking for a ball, I washed the cups on Friday, and on Saturday I bought a cake. I invited all my girlfriends to my birthday party on Sunday. 7. Game "Tangram". Sample on the board:

Children assemble the square themselves. The one who collected it can compose the image according to his own design.

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Abstract of GCD in the 2nd junior group: Time orientation

GCD in the second junior group on the topic “Orientation in time: day-night”
Author: Moiseeva Natalya Valentinovna, teacher of Gymnasium No. 1503 in Moscow (SP DO 1964)

Description: I offer an option for an activity with children aged 3-4 years, which in a playful way teaches children initial orientation in time, as we introduce the concept of day and night. Children of this age often confuse or do not define time concepts at all. The material will be useful to preschool teachers and parents. Goal: Leading children to understand time concepts. Objectives : Help children understand the features of day and night. Teach to distinguish between parts of the day: day and night. Expand children's understanding of the world around them, its objects and phenomena. Materials for the teacher: illustrative material - plot pictures depicting day and night.
GCD move

A bunny comes to visit the guys and tells them that something strange happened to him recently.
When he was returning home, it suddenly became dark outside and the bunny found a star. “Game with stars” Children are given stars cut out of cardboard. The teacher has a cloud in his hands. In accordance with the words of the poem, the children perform movements (first, the star children hide behind a cloud, then they show how the star is dozing, and at the end they shake their finger, showing that the star is mischievous). The game is based on the poem by M. Petrov A Little Star Hid Behind a Cloud. She dozed off in the sky with a faint light. The Naughty Girl probably didn’t sleep during the day. Reading the fairy tale “Day and Night” by Lyubov Voschenko Showing children pictures of “day and night”, discussing what happens when.

Game “Day-Night” Children stand in a circle, the teacher is in the middle of the circle. When the teacher says the word “day,” the children raise their hands up like rays of the sun, smile and repeat the word “day.” When the teacher says the word “night,” the children cover their faces with their palms and squat down, repeating the word “night.” The game is played 3 times. Children complete the task when something happens. The teacher asks riddles and receives a symbol for the answer. At the end of the game session, I offer the children templates of the sun and stars, which the children paste onto a canvas of the appropriate color (night-black, day-blue).

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Time orientation game “Clock: time of day”

Option for 2-3 years.

Cut out a circle from cardboard. We paste 2 pictures on it. On one there is a sky with stars, on the other there is the sun in a blue sky. In the middle we drill a hole with a sharp object, through which we attach a cardboard arrow to the “clock”. We use a nut and bolt as fasteners. This is convenient because when you turn the arrows every day, the fasteners can become loose and the arrow will not stay in the desired position. Then you just need to tighten the nut.

Time of day orientation: how to play?

Twice a day, change the position of the arrow, depending on the time of day, paying attention and telling the baby what is outside the window.
Organize drawing day and night. It is better to paint with gouache, because gouache is a dense paint. If any flaws appear, it will be convenient to cover them up with this paint.
Brushes: flat of different sizes. We will paint the sky with a wide brush. Show your child how to put paint on a brush, remove excess, and how to apply it to paper. Most often, children prefer to draw chaotically. Show the strokes from left to right.
Now we need to wait until the first layer of our drawing dries. Kids are not able to wait long, so we speed up the process with the help of mom’s hairdryer. Paper: any material that absorbs well. Any in the sense that it is not necessary to buy some expensive paper. There will always be remnants of, for example, wallpaper in the house. Cut the size according to age and strength.

There are a number of paper placement options. The first one is on an easel. The second one is on the table. In any case, the sheet of paper must be fixed motionless.

On the easel, the sheet is secured with clothespins on the top and sides or only on the sides.
We fix the sheet on the table by the corners with adhesive tape.
We dip a landscape sheet of paper into clean water, lift it vertically and wait for the water to drain. Wet paper will “stick” well to the table.

The placement option depends on the age and physical development of the baby. Please note that when painting on an easel, he will have to hold his hand and brush suspended, which not everyone can do. Modern children do not have good physical status.

A bucket of water and a rag are required. Emergency situations happen often - paint spills on the table, on the floor. It is important to wash gouache quickly.

An example of a time orientation lesson “Drawing a Day” for 2-3 years old.

We fix the album sheet on the table (or easel).
Let's dilute the blue and yellow gouache to the required degree. Pour the blue paint onto a saucer so that the brush can be dipped into the paint across its entire width. Pour yellow paint into the cell of the palette.
With a wide flat brush, the child paints a sheet of paper - “sky”.
Dry the drawing with a hairdryer. Do not bring it close so that the paint does not splatter.
When the “sky” dries, draw a yellow circle on it with a narrow flat brush. You can paint it over or leave it as is. This is the sun.
All that remains is to draw rays from the sun and dry the picture with a hairdryer.

If the paper is deformed, iron the design on the reverse side. The finished drawing can be glued to a “watch” for orientation in time, placed in a plastic file, framed and placed on the wall. We draw the night in the same way. Here is the simplest orientation in time. Even the most restless child will be happy to look at his own drawings.
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Teaching children time orientation

asks: “What do the children in the pictures do?”, “When do they do this?”, “When do you play (walk, sleep)?” The teacher gives the task to find a picture where day, night, morning, evening are drawn. Can also be used by reading excerpts from stories, poems, lullabies, which describe the practical actions of people characteristic of different parts of the day.

With the help of these simple activities, children in the younger group gradually fill the words morning, day, evening, night with specific content and acquire emotional connotations. Children begin to use them in their speech.

Middle group.

Like the younger group, time orientation develops in children mainly in everyday life. It is important that it is based on a strong sensory foundation. The teacher consolidates the names of parts of the day in the children’s active dictionary, deepens and expands their understanding of these periods of time, and pays attention to the sequence of their changes. Children learn that morning always comes after night and gives way to day, day to evening, and evening to night.

To develop ideas about the sequence of parts of the day, it is also advisable to consider illustrations and compose stories based on them. You can invite children to arrange the pictures in the correct sequence and name the parts of the day in order. Based on these exercises, by the end of the year, children form generalized ideas about the day, they begin to understand the meaning of the words day.

In the course of everyday communication, children learn to distinguish between the concepts of “yesterday,” “today,” and “tomorrow.” For example, before showing children a new toy, the teacher warns that today they will play with a new toy. He suggests remembering what they did yesterday, what they did this morning, asks when the holiday was (will be) (yesterday, tomorrow), explains what they are doing today and what they will do tomorrow (“Today we are sculpting, and tomorrow we will draw”; “Yesterday we walked in the area, and today we will go to the forest (park)”, etc.).

In addition, using specific examples, the teacher must reveal the content of the concepts “fast” and “slow” so that children can use them. While dressing, he praises those who dress faster and blames those who are slow; on walks compares the speed of movements of a pedestrian and a cyclist, a car and a train, a caterpillar and a beetle.

Senior group.

Children continue to be introduced to the concept of a day. New information is given taking into account the fact that children already know about such time periods as morning, afternoon, evening and night. The child learns parts of the day every day from natural phenomena (the sun is shining brightly - day; it gets dark - evening, etc.).

Pictures and photographs that depict children engaged in various activities at different times of the day allow us to consolidate ideas about the parts of the day; these are didactic games “Our Day”, “Carry On!”; verbal didactic games in which children come up with words, sentences, stories with words indicating time.

The teacher explains that morning, afternoon, evening, night together make up a day, but more often when referring to a day, people use the word day; one day follows another, seven days make up a week, each day in the week has its own name. It is easier for a child to remember the names of the days of the week if you associate them with a specific activity or event (on Tuesdays - math and physical education classes, on Thursdays - music classes, etc.).

When children master ordinal counting, the teacher teaches how to associate the name of each day of the week with its ordinal number.

Based on existing ideas, the children, together with the teacher, tell what happened yesterday, what they are doing today, what event will happen tomorrow.

Observing the changing days of the week allows children to understand the periodicity and change of time, and to reveal the idea of its movement: days after days go by, weeks after weeks.

Preparatory group.

Work is being done to familiarize ideas about the movement of time, its periodicity, regularity, turnover and at the same time irreversibility. It is carried out gradually - as children accumulate personal experience. The teacher consolidates ideas about the sequence of days of the week, seasons; introduces the names of all months, the fact that the sequence of seasons, months, days of the week is constant. Seven days (days) make up a week.

A special place is occupied by verbal and didactic games “What follows what?”, “Days of the week”, “Continue”, “Yesterday, today, tomorrow”; verbal game exercises “Stories about time”. When getting acquainted with the names and sequence of months, it is advisable to use the fairy tale by S.Ya. Marshak "Twelve Months"

Children develop a “sense of time”, are taught to save time and follow a routine, which is very important for future schoolchildren. To do this, it is useful to train children in differentiating the duration of time intervals: one minute, ten minutes, one hour, etc.; give a task like “What can we do in one minute (ten minutes, one hour)?” and so on.

You can organize exciting activities and games with the calendar, introduce them to clocks (including hourglasses and dials), and teach them how to tell time using a clock with an accuracy of one hour.

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

3. Methodology for forming temporary representations in different groups

Every teacher knows: it is very difficult to form a correct idea of time in preschoolers. Consequently, the task arises of helping the child to understand time and time relationships.

To do this, it is necessary to pay maximum attention to activating children’s vocabulary, including in it special “temporal” terminology, words that characterize various periods, stages and even some properties of times. It is important to structure the training in such a way that the acquired knowledge is understood and does not contradict the scientific content. To do this, the teacher uses a variety of teaching tools and methods. Of course, the main means of developing knowledge and navigation skills in preschoolers is their personal practical experience acquired in the process of active participation in various types of activities.

Fixing children's attention to the content of their activities and the activities of adults at different periods of time (“When do you come to kindergarten?”, “When do you have lunch?”, “What are you doing in the evening?”, etc.), as well as characteristic seasonal changes in life and inanimate nature, the teacher will achieve awareness of certain temporal standards and relationships between various time processes (parts of the day, seasons, etc.), a sense of the rhythmic alternation of certain phenomena in nature (every day begins with sunrise; returning home from kindergarten often coincides with sunset - the sun setting over the horizon, etc.).

The more often and the more competently the teacher fixes attention on time and temporal relationships, the sooner, and most importantly, the more consciously and firmly children assimilate this knowledge.

Children's familiarization with time begins with the second youngest group. At this age, it is necessary to teach children to distinguish and designate in words all four parts of the day.

The best way to get acquainted with the parts of the day is to start with a conversation about the personal, specific experience of children. Using pictures depicting specific periods of time: day - night, morning - evening. For example, he shows a picture of the day and asks: “What is shown in the picture?”:

Children. The guys are playing. The sun is shining. Birds are flying.

Educator. When does the sun shine brightly?

Children. During the day.

Educator. Children, what do you do during the day?

Children. We play, eat, exercise, etc.

Educator. What do your mom and dad do during the day?

Then, looking at the picture depicting the night, the children note that it is dark at night, there are stars and the moon in the sky, lamps are burning in the houses, everyone sleeps at night.

The knowledge acquired by the children must be consolidated in another lesson. For this purpose, you can tell a fairy tale in which the signs characteristic of different parts of the day are clearly highlighted. For example, the teacher puts a bunny on the table and says that he came from the forest. The bunny greets the children. “Now,” says the teacher, “I will tell you a fairy tale about this bunny.”

At the next lesson, the teacher gives each child four pictures, which depict morning, afternoon, evening, night, and asks them to find and show a picture depicting a particular time of day. In this lesson the task becomes even more complicated. Children must independently identify the signs characteristic of different parts of the day, analyze not one, but four pictures at once and determine the sequence of their arrangement in accordance with the instructions of the teacher.

In the fourth lesson, children's knowledge about the parts of the day is consolidated. The lesson is conducted in the form of a didactic game. The teacher asks you to guess when this happens.

The game names the characteristic features of different parts of the day, and children determine when this happens. For example: “The sun is rising. Mom and dad go to work, and the children go to kindergarten,” “The sun has risen high. Children play while walking” or “It’s dark outside. The moon is shining in the sky, and there are lights in the windows of the houses,” etc.

In the middle group, it is necessary to strengthen in children the ability to name parts of the day, deepen and expand their understanding of these periods of time, constantly paying attention to the various phenomena characteristic of each part of the day. For this purpose, you can use pictures with a broader content: schoolchildren go to school in the morning, fireworks against the background of the evening sky, people leaving the theater in the evening, etc.

The lesson could be conducted, for example, like this:

The bear comes and greets the children. The teacher asks why he is so sad. Mishka replies that he was carrying pictures and wanted to show them to the children in order: morning, afternoon, evening, night, but he mixed everything up and now doesn’t know where the morning is, where the day is, where the evening is, where the night is. The teacher offers to help the bear clean up his pictures. While the children are sorting out the pictures, the teacher asks them riddles about different parts of the day. To make it more entertaining, it is better to take riddles in poetic form.

At the end of the lesson, the teacher notes that after morning there is always day, then evening, then night, and after night - morning again.

Showing parts of the day can also be done through games. These are games - travel in the morning, afternoon, evening, night. You can start the game with the words: “You and I are going to go for a walk along the street in the morning and during our journey we will see who is doing what.” During such games, children consolidate the skill of identifying the parts of the day and freely including their names in speech.

In further lessons, it is proposed to replace pictures with parts of the day with colored signs. To do this, you need to attach a corresponding color square to each picture: for morning - blue, for day - yellow, for evening - gray, for night - black. A color symbol should be given as a sign, then children will more easily perceive it as a carrier of certain information. Subsequently, children can be offered only colored signs and the names of the time of day can be assigned to them. Colored signs are also used as handouts: the teacher shows pictures or reads poetry, and the children, determining what part of the day this happens, raise the corresponding sign.

At the end of the year, when children have already developed knowledge about the parts of the day, it is advisable to reveal the meaning of the word day. To master the concept of “day,” we can recommend the following techniques: attach four pictures depicting parts of the day in a row on the board. Find out when this happens, how many parts of the day are drawn in all the pictures, how you can call in one word all the time when morning, afternoon, evening, night, all four parts of the day pass. Invite the children to put together cards representing parts of the day and name all this time in one word. There are also games that reinforce children’s knowledge about the sequence of parts of the day: “Name your neighbors,” “Name all the parts of the day,” etc.

Next, children get acquainted with the change of day, learn the concepts of “yesterday,” “today,” and “tomorrow.” Using circles - symbols of parts of the day, they lay out the day, starting with any part, as they wish, and name all the parts in order.

In the process of this work, children in the middle group begin to develop elementary concepts about the fluidity and continuity of time.

In the older group, the focus is on consciously mastering the days of the week. It is known that children learn the days of the week unevenly. They remember Sunday, Saturday and Monday best. Therefore, it is better to start introducing children to the concepts of the week not by learning the names of all the days of the week, but by establishing what day was yesterday and what day will be tomorrow. Moreover, initially the teacher introduces easier days of the week, such as Sunday, Monday, and only gradually begins to use the names of other days. When teaching, it is important that children not only name the days of the week, but also give them basic characteristics.

For example, when conducting a lesson, the teacher asks: “What day is it today?”, “What day will it be tomorrow?”. If the children find it difficult to name the day of the week, the teacher does it herself. He notes that Sunday is a day off. After Sunday comes a day called Monday. This is the first day after the day off, when children go to kindergarten and parents go to work.

In order for children to better remember the names and sequence of days of the week, you should draw their attention to the connection between the name of the day of the week and its serial number. For example, Wednesday is the middle of the week, Thursday is the fourth day of the week, and Friday is the fifth, etc.

Once children have learned to recognize and name the parts of the week, they can begin to work on learning the names of all the days of the week in sequence. The teacher asks what days of the week they know, how many there are in the week. Explains that all the days of the week come and go in order. A calendar can be used as a demonstration material. It will help children visualize a relatively long period of time, a month or even a year.

F.N. Blecher recommended using a tear-off calendar as the most visual device for measuring time. Children easily learn that a leaf is a day; To pick the next leaf, you have to wait a whole day.

Calendar sheets measuring 9x6 cm must be secured so that they can be easily removed from the rods. On the front side of each piece of paper contains a number (date), the name of the day and the month. But since not all children in the older group can read, there should be a strip of the corresponding color on the bottom sheet, by which children can identify each day of the week on the calendar (Monday - red, Tuesday - orange, Wednesday - yellow, Thursday - green, Friday - blue , Saturday – blue, Sunday – purple).

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

It is necessary to conduct four classes for children of the senior and preparatory groups, during which they will impart the necessary knowledge about time standards associated with calendar time. The assimilation and consolidation of acquired knowledge should occur in everyday life and active independent activity with the calendar model.

It is advisable to conduct the first lesson to familiarize yourself with the calendar in early January. Show different types of calendars and explain their purpose. Find out what children can learn from the calendar. Consider those sheets of the calendar that indicate the days that have already passed since the beginning of the year, and remove them. Determine what color the stripes were on the past days of the week, tell the date of today, why the sheet cannot be removed yet. Hang a calendar on the wall and every day take off a piece of the calendar and find out what date it is, what day of the week.

A week after the first lesson, conduct a second lesson in which to clarify with the children their 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 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 leaves, name the days of the week, relate certain activities to them, name the previous and subsequent day to the named day. This is facilitated by holding various didactic games with cards. At the end of each month, conversations are held about which month ended, how many weeks and days it had, all this is compared with the previous month.

Fourth, general lesson on the calendar. This lesson clarifies children's understanding of the calendar year. A visual material is a box with calendar leaves for the past year arranged in it by month. Questions are asked: “How many months are there in a year?”, “What is the first month of the year?”, “What month does the year end?”

In high school and preparatory school groups, you can develop a sense of time first at intervals of 1, 3, 5 and 10 minutes, because the difference in these intervals is vital for children: 1 minute is the initial unit of time accessible to children, from which 3 are added up. 5 and 10 minutes. This measure of time is most common in the speech of others. “In a minute”, “this minute”, “wait a minute”.

The following points can be included in the methodology of working with children: 1. Familiarization of children with time intervals of 1, 3, 5, 10 minutes; 2. Ensuring the experience of the duration of these intervals in different types of activity; 3. Training to perform work within a specified period (1,3,5 minutes), for which you should learn to measure time and estimate the duration of an activity, and regulate the pace of its implementation.

It is advisable to carry out the work in stages.

At the first stage, it is important to teach children to determine the end of the deadline for completing an activity based on the listed hours; this ensures that children accumulate experience in using measurements. The teacher constantly evaluates the children’s ability to control time using an hourglass.

At the second stage, children should be taught to estimate the duration of the time interval in the process of activity based on their imagination. The teacher pays attention to 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 understanding of the duration of time.

At the fourth stage, teach children to transfer the ability to estimate the duration of time periods in life.

The work is carried out as part of a mathematics lesson. In the first lesson, it is necessary to find out the children’s ideas about 1 minute and demonstrate its duration on a stopwatch, explaining that the movement of the arrow in a circle always takes 1 minute. After this, you should show the hourglass, explain why it is called that, and demonstrate the duration of the minute using the hourglass and stopwatch simultaneously. Then invite the children to figure out what they can do in 1 minute. In this and the next lessons, the children themselves will check what can be done in 1 minute.

In subsequent classes, preschoolers complete three tasks.

1. Lay out any patterns from sticks for 1 minute, watching the hourglass.

2. Laying out ten sticks within 1 minute.

3. Place all the sticks one by one in the box within 1 minute.

At the next lesson, children again observe the passage of 1 minute using an hourglass and perform somewhat complicated tasks in which the number of operations depends on the individual pace of actions. At the end of the lesson, children are shown the dependence of the results on the pace of work for the same duration.

In the next lesson, preschoolers can cut strips of paper into squares, triangles, and then circles. The teacher, together with the children, compares how many squares, triangles, and circles can be cut out in 1 minute. In the next three lessons, children should be taught to estimate the duration of time based on presentation. Children perform the same tasks as in previous lessons, only without using an hourglass. The following instructions can be given: “You yourself will finish the work when it seems to you that 1 minute is over. Let's see which of you guessed correctly when the minute ends."

Next two classes

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The lessons are devoted to teaching the ability to correctly choose the amount of work corresponding to an interval of 1 minute. It is important that children plan the amount of work in advance, and after completing it, determine the time spent.

Familiarization of preschoolers with the duration of 3.5 minute intervals is carried out using the same methodology.

During any lesson in kindergarten, it is possible to train children in the ability to perform 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 organized, are less distracted, regulate the pace of their activities and achieve more. They don’t waste time waiting for those who are lagging behind; everyone strives to finish their work at the same time, which is extremely important in terms of preparing for school.

Formation of ideas and concepts about time using a three-dimensional model.

One of the main visual materials for demonstrating time and time relationships is models. Already from the middle group, the teacher has the opportunity to use various models. The volumetric model of time made it possible to clearly show the dynamics and basic properties of time: one-dimensionality, irreversibility, fluidity and periodicity.

The basis of the three-dimensional model of time is a spiral, each turn of which, depending on the solution to a specific didactic task, clearly shows the movement, change of processes, phenomena in time. To successfully solve various problems of familiarizing children with different periods of time and its main properties, a three-dimensional model was drawn in the form of several spirals, arcs differing from each other in size and color schemes.

The volumetric model “Part of the Day” is a spiral consisting of several turns with a movable coupling moving from bottom to top. Each turn of the spiral is sequentially painted in four colors. One turn of the spiral corresponds to one day, a new turn corresponds to a new day. Any of the four colors is placed above its color.

The “Days of the Week” model is similar to the first one, but somewhat larger in size and with the difference that the cycle (one turn of the spiral) includes seven segments of the spiral, sequentially colored in different colors, correlated with certain days of the week.

The “seasons” model is made in exactly the same way as the previous two, but differs from the first by a significantly larger size, and from the second by a four-color solution.

The color scheme of the “parts of the day” and “seasons” models is associated with the coloring of objects of living and inanimate nature.

Three-dimensional models - “parts of the day”, “days of the week”, “seasons” - represent the best option for materializing temporary phenomena that until now “were not visible or audible” to children; they allow you to freely manipulate the models and at their level visually - imaginative thinking to understand the principles, properties, patterns of temporary phenomena.

Bibliography

time orientation preschooler

1. Erefeeva T.I. Mathematics for kids. Book for playback Kindergarten. – M.: Education, 1992. – 191 p.

2. Metlina L.S. Mathematics in kindergarten. – 2nd ed., revised. – M.: Education, 1984. – 256 p.

3. Stolyar A.A. Formation of elementary mathematical concepts in preschoolers. Textbook for pedagogical students. ins. – M.: Education, 1984. – 303 p.

4. Methodological recommendations for the “Program of education and training in kindergarten.” / ed. V.V. Gerbova, T.S. Komarova. – 3rd ed., rev. and additional – M.: “Mosaika-Sintez”, 2006. – 400 p.

5. Chudnova R. Teaching children time orientation // Preschool education. 1979. – No. 1. – p.24-29

6. Shcherbakova E. Formation of ideas and concepts about time using a three-dimensional model // Preschool education. 1986. – No. 7. – p.43 – 46

Summary of the lesson “Time orientation” in the senior group of kindergarten