Summary of the lesson on the formation of temporary representations “Parts of the day”

Visual aid “Day”

Uvarova Olga Nikolaevna,

MAOU Tobolovskaya Secondary School

branch of Karasul kindergarten.

An important point in the development of elementary mathematical concepts of preschoolers is the formation of ideas about time. It is important to use everyday life situations and didactic games to form mathematical concepts. In order for children to better assimilate the material, a visual aid “Day” was made, which was used in joint activities with children.

The purpose of using this model - to introduce children to the continuity and fluidity of time - is important for the formation of the personality of a preschooler.

Layout manual “Days of the week. Times of Day"

Elena Shcherbakova

Layout manual “Days of the week. Times of Day"

Manual - layout “Days of the week/Time of day”

Hello dear colleagues and all those who have visited my page!

I bring to your attention a manual - a layout “Days of the week / Time of day” , which I made myself.

For this I used the following material : a candy box, self-adhesive multi-colored paper, cardboard, printed the days of the week on a sheet, a bolt and nuts.

The purpose of this didactic manual “Days of the Week” : the formation of time concepts in preschoolers.

1. Introduce children to the concept of “week”, “days of the week”, “today”, “tomorrow”, “the day after tomorrow”, “yesterday”, “the day before yesterday”.

2. To form in preschoolers ideas about the sequence of days of the week.

3. Enrich children's vocabulary on this topic.

“Time of Day” manual will help preschoolers better understand the sequence of parts of the day. Develops speech. With the help of this manual, children also reinforce the actions that I perform at certain times of the day.

Didactic game on Velcro “Days of the week. Seasons" When my child was younger, we began to teach the days of the week and the seasons. It didn't work out very well. And there was no material for training. When did it become.

Summary of OOD in the preparatory group “Journey to the Land of Knowledge.” Seasons. Parts of the day. Days of the week Summary of organized educational activities in the preparatory group “Journey to the Land of Knowledge”

(open viewing.

Summary of the integrated GCD in the preparatory group “Travel with Magic Nuts.” Check. Days of the week, parts of the day Summary of educational activities for cognitive development in the preparatory group “Travel with Magic Nuts” Educational area: “Cognitive.

Notebook on cognitive development “Notebook in a cage. Neighbors numbers. Days of the week" Educational area - cognition Integrated educational areas - speech development, physical development Materials and equipment.

Summary of a lesson on mathematical development “Days of the week” in the preparatory group Purpose: To consolidate knowledge about the days of the week, remember their names. Give the concept - 7 days are parts of a week. Continue learning to navigate.

How to teach children to understand the clock

Learn to tell time using a clock using the Childdevelop website. Tell me, what time is it? - sometimes a child repeats this phrase after us, but does not yet understand its meaning. How to learn to understand by the clock, how many hours and minutes? To do this, it is better to first use a dial watch rather than a digital one. It is desirable that they be large enough to improve figurative perception, it is important that the numerals are not stylized, and that the hour numerals are present in full, and not just 3, 6, 9 and 12, as is often the case on modern watches. It is even useful to make a dial with arrows from paper or cardboard. But it would be best to download our tasks from the site. Because it's fast, convenient and effective!

Didactic manual “Studying the parts of the day”

Feruza Popova

Didactic manual “Studying the parts of the day”

My kids and I recently started getting acquainted with the parts of the day . In order to make this more interesting for us, I made a visual aid for the “day - night” carpet printer. The purpose of this manual is to teach the difference between the concepts of “morning and evening”

,
“day-night”
, connecting them with what children do in the morning, afternoon, evening, and night.

The material represents the daytime sky and the night sky

The sun has been prepared for the daytime sky, which changes its location throughout the day (in the morning - low, in the afternoon - high, in the evening - hiding again)

Stars and a crescent moon are made for the night sky

The kids really enjoy playing on the carpet machine, so our group has no problems with the concept of day and night.

Did. game “Parts of the Day” Goal: Consolidate parts of the day with routine moments. drawing up proposals for a series of paintings. vocabulary development. Progress of the game: the speech therapist reads out.

Synopsis of GCD for FEMP in the second junior group “Parts of the day” Purpose: To continue to introduce children to time concepts: morning, afternoon, evening, night. Objectives: 1. Educational: Formation of elementary.

Summary of an open lesson in the middle group on the formation of mathematical concepts. Parts of the day. Summary of a lesson on mathematical development In the middle group of MKDOU No. 2 in the village of Nadvoitsy Educator: Akkuratova N. A. Purpose: To consolidate in children.

Summary of mathematics lessons in the middle group. Topic: “Number and figure 5, number line, parts of the day” Purpose: number and figure 5, counting within five, working with a number line, repeat ordinal and quantitative counting, establish a sequence.

Do-it-yourself visual aid “Parts of the Day” I would like to share with you the idea of ​​​​making visual material in mathematics on the topic “Parts of the Day”. This material will help children learn faster.

GCD for FEMP in the middle group “Parts of the day” Goal: formation of cognitive activity of children. Objectives: - to give children the idea that morning, afternoon, evening, night make up a day;

Outline of educational activities in the second junior group of FEMP “Parts of the Day” Integration of educational areas: cognitive development, speech development, social and communicative development, artistic and aesthetic.

Lesson on the formation of a holistic picture of the world “Parts of the day” Topic: “Parts of the day” Goal: Consolidation of knowledge about the parts of the day. Objectives: - Educational: 1. Consolidation of knowledge about the parts of the day and their signs.

Mathematics lesson “Counting, parts of the day, orientation in space” (senior group) Goal: consolidate the number 1, count within three, count with the right hand with the index finger from left to right, and eventually agree on the numeral.

Lesson No. 5 in mathematics, middle group “Counting, comparing sets, Parts of the day” Goal: count within three, name the numerals in order, correlate the last numerals with the whole group, count and sort.

MAGAZINE Preschooler.RF

Preschool childhood is the main and most important stage, when the foundations of personal development are laid: physical, intellectual, emotional, communicative. This is the period when the child begins to understand himself and his place in this world, when he learns to communicate and interact with other children and adults. And it is only in age-appropriate activities, and these are games, that this cooperation is built. Our work involves building educational activities according to the Federal State Educational Standard so that the gaming situation becomes a part of the child’s life.

“time” was no exception . All stages of children’s acquaintance with temporary concepts occur unobtrusively, because in the period of preparation for school it is important to create a desire to learn everything new.

The concept of “time” from Old Russian is “rotation” . We know that time shows the relationship between the past, present, future, shows the duration of events, their periodicity, sequence and is measured in centuries, years, minutes. We define the duration of a temporary action with the words: “long” , “quick” ; "today Tomorrow " .

It is known that for children the concept of “time” is perceived very difficult, since it cannot be seen visually, touched, or tasted. Time can be determined through any signs, moreover, which often change. We have noted that children of the same age perceive temporal concepts differently. Some people show interest in the concept of “time” , while others find it difficult to perceive it even at an early school age. And this is the norm. And the words of Zh.Zh. Rousseau confirms this: “What they are in no hurry to achieve is usually achieved with certainty and very quickly. Each child has his own time and his own hour of comprehension .

An integral part of any educational activity in our kindergarten has become working with an interactive whiteboard and using EER (electronic educational resources). Work with preschoolers on the formation of temporary concepts was no exception.

We use didactic games “When it happens” , “Day and Night” , “Parts of the Day” and others, specially designed for preschoolers to work at the interactive whiteboard. Viewing presentations, videos and audio recordings also contributes to the successful assimilation of new knowledge, since the modern and colorful design of the developed material using electronic educational resources creates cognitive interest and helps to consolidate the acquired skills and abilities.

The first measurement of time that we begin to introduce to preschoolers is the day. The day is divided into four parts: morning, afternoon, evening, night. The duration of each part is different and depends on the time of year. Our task is to help children understand that morning, afternoon, evening, night are parts of the whole - parts of the day. Using EOR, we developed a clock model for the interactive whiteboard, the dial of which was divided into four parts of the day. Each part depicted morning, afternoon, evening, night. The hands of such “hours and days” were controlled by the children themselves. The teacher, describing this or that part of the day, together with the children, gives them the opportunity, by rotating the arrow, to stop at the desired picture. Also, to practice working with an interactive whiteboard, we use various exercises, for example “House of Days” , “What was, is and will be” .

It is known that preschoolers distinguish the concept of “time” according to their activities (during the day we sleep in the garden, at night we sleep at home). Therefore, in a playful and poetic form, we pay special attention to the contrasting parts of the day: day - night, morning - evening, gradually introducing familiarity with the mixed parts of the day: morning-day, evening-night. Children learn the parts of the day best when the actions that are carried out at this time are clearly stated, for example: “Guys, now, in the morning, we will do exercises and have breakfast . Children better remember the names of the day and navigate through them by listening to audio recordings of poems with the names of parts of the day, for example, “Morning” by E. Turgenev, “Sunny Day” Y. Akim, “It’s already evening” by S. Yesenin, “We cried at night” by E. Moshkovskaya and other authors.

We try to introduce temporary concepts gradually, taking into account the age characteristics of the child and his perception. When the child has mastered the concept of the day, we begin to introduce concepts such as “today” , “tomorrow” , “yesterday” . Preschoolers perceive the beginning of a new day in the morning. But our task is to convey to the child that the day begins at night. Here we can again turn to the interactive layout “Hours - Days” , explaining that the days we are waiting for are “tomorrow” , and those that have passed are “yesterday” . Wonderful poem by S.Ya. Marshak’s “Good Day” , gives children the opportunity to consolidate such a concept as “today” . And such authors as A. Fet, A. Pleshcheev, A. Barto and others help children consolidate the concepts of “tomorrow” and “yesterday” .

The next stage of familiarization with time concepts is: week, month, year. The concept of “week” includes the name of seven days, which children readily remember and play with. acquaintance with the concept of “week” by watching the animated film “Emelina’s Week” . Then we connect various exercises “Which day of the week is hidden” , “Catch, throw, name the days of the week” , “Send the train” . Children's acquaintance with temporal concepts is facilitated by the introduction of small folklore forms (various counting rhymes, tongue twisters, riddles) into regular moments. We definitely involve parents in introducing children to time concepts, advising them on appropriate games that can be played not only at home, but also on the way to kindergarten, for example: “Come on, guess . By watching a film based on S. Marshak’s fairy tale “The Twelve Months,” we began to get acquainted with the months of the year, because It is in this fairy tale that there is a clear, colorful description of each month and children play with them with pleasure, thereby remembering the names of the months and their order. When children already have an idea of ​​what a year is, we introduce them to different types of calendars. Translated from Latin, “calendar” means the first day of the month. We suggest introducing children to the tear-off calendar. F.N. Blecher wrote that the tear-off calendar gives a clear idea that “days are passing , “events are approaching ,” a month has passed and a new one has begun. After all, waiting allows the child to feel the passage of time. Children can see that the calendar indicates not only the number of months and the day of the week, but also see when the sun rose today and when it will set, what phase of the moon, the anniversary of what important event. With the help of a calendar, the time of the holidays is determined, which arouses increased interest among children. Familiarity with the calendar will also help you understand the sequence of seasons, which are associated with seasonal changes, which are also the subject of study. We draw children's attention to the fact that many people worked on the creation of the calendar over many years. We bring children to the understanding that a calendar is needed to keep a correct (without omissions or repetitions) count of the day.

The final stage of familiarization with time concepts for preschool children is: hours, minutes and seconds. Everyone knows that time is determined by a clock, and a clock is a device for measuring time. In ancient times, people determined time by looking at the sun and its movement across the sky. The first indicators of time were sunrise and sunset. Then they discovered that, more precisely, time is determined not by the sun, but by the shadow (the shadow changed length). These observations became the basis for sundials and shadowdials. Later, water, fire and hourglasses were invented. It is with the hourglass that we begin introducing children to the concept of “minute” .

We believe that children of older preschool age can develop a sense of time first at intervals of 1, 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 they have no idea about this interval.

Initially, we teach children to determine the end of an activity by using an hourglass. We give the task to do something in one minute and check the time using a one-minute hourglass. The teacher constantly gives a positive assessment of the children’s ability to control time using an hourglass. We invite children to estimate, based on their own ideas, the duration of the time interval in the process of any activity.

We promote the development in children of the ability to pre-plan the amount of activity in a specified period of time based on the existing understanding of its duration. The check is carried out using an hourglass. After we give the children an idea of ​​one minute and demonstrate its duration on a stopwatch, we explain that the movement of the hand in a circle always takes one minute. After this, we will demonstrate the duration of a minute using an hourglass and a stopwatch simultaneously. We invite preschoolers to calculate what they can do in one minute. To this end, we are planning several game tasks, for example: how many strips can you cut in one minute, or how many objects can you move from place to place?

The minute hourglass can be used not only in classes, but also in other activities. An hourglass can be placed in the locker room, and children will check how many things they manage to put on in 1 minute.

Familiarization of preschoolers with the duration of 3- and 5-minute intervals is carried out using the same methodology. First, you find out how many times you need to turn the minute hourglass over until the sand is poured into the 3-minute hourglass and how many circles the hand on the stopwatch will make. When doing work that takes 3 minutes, children compare its volume with the volume they completed in one minute. And only now can we move on to introducing children to watches. Models of watches are distributed, with numbers indicating hours on the dial, and minutes closer to the edge. Taking into account the educational interest in the structure of the mechanism of real watches, we organize research activities to study them in the Pochemuchka . We are also setting up an exhibition in the group called “Clocks from different times” , where children have the opportunity not only to visually familiarize themselves with clocks, but also to study their internal structure.

As a result of the work carried out, children have developed a stable interest in the concept of “Time” , they are able to define it, orient themselves in time periods, can plan their time and predict over what period they will cope with this or that activity.

Thus, the methods and techniques we use to form temporary relationships among preschoolers have affected all educational areas. By the end of preschool age, children were distinguished by their breadth of outlook, sharing their impressions, knowledge and skills with peers and adults in an interesting and enthusiastic way.

Used Books:

1. Tarabarina T.I., Sokolova E.I. Children about time. A popular guide for parents and teachers. – Yaroslavl: Development Academy, 1996
2. http: //internetenok. people ru/ Children's portal "Internet"
3. http://www. kinder. ru — Internet for children. Catalog of children's resources.
4. Korotkova N.A. Educational process in groups of children of senior preschool age / N.A. Korotkova. – M.: LINKA – PRESS, 2007

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Consultation for parents “Games with children at home (Parts of the day)”

Games with children at home “Parts of the day”. Didactic manual “Who lives in the house?”

Goal: To train children in the ability to distinguish between parts of the day; expand knowledge about people’s actions in different parts of the day; develop imagination, create an image based on visual and auditory perception. Materials and equipment: Manufactured cardboard houses; plot drawings depicting children’s actions in different parts of the day. Options for tasks and types of activities.

1.Task: Each child receives a picture depicting the actions of people (children) in different parts of the day. The child needs to name these actions and put the picture under the corresponding house. 2. Low mobility game “What does the sun do at different parts of the day?” I.P.

— The children sat down in a circle; The sun rises - morning comes 1 - the children get up; The sun is above - day outside - 2 hands up; The sun sets - evening comes 3-sit down; The sun is sleeping - night comes 4 - the children lie down on the rugs.

Teach your child to understand the clock with the Childdevelop website

You should regularly give practical tasks that are interesting to him in order to teach the child time in the concept of what will happen soon and what will come later (lunch, dad will come home from work, the cartoon will start), comparing time is the most important skill in his understanding. The task of checking the time (has the cartoon already started or will it be later?) is one of the common techniques for speeding up the skill. In general, in order to understand how to teach a child to understand the clock, it is advisable to imagine that we can only count to 10, then introduce the concept of noon, hours of the morning and hours of the evening. Later it will be easier to just add 12. We study time for children, so we ourselves must operate with their perception.

How to teach a child to tell time using a clock? Practical tasks to teach a child time are presented on our website. It is the gradual perception of time in the form of a digitized and comparable flow of phenomena and processes that leads to the tangible result of children understanding information that is so important for any person.