Lesson summary "Parts of the day, the idea of time"

Discussing pictures with a child

After studying the pictures in detail, try to get a response from the child. You can conduct such classes with children 2-2.5 years old: they are quite capable of answering questions.

Ask your child to say:

what happens in the sky at night,
as the morning comes,
why does it become light,
why is it warmer during the day and colder in the evening, etc.

Such tasks are quite within the power of a child, if, of course, he has previously received all the necessary information from you. We only ask what we have taught ourselves!

And, of course, coloring books will be a useful step in learning. When studying pictures, pay attention to those colors and undertones that prevail in nature at certain times of the day. When offering your child a coloring book on this topic, ask them to display the primary colors of the morning, evening, and night. This is an excellent memory and imagination exercise.

Thus, the pictures offered on our website will help you develop your child, learn new concepts with him, and gain a deeper understanding of the nature around us.

How to teach a child the concepts of “morning-day-night”: tips from a teacher

Act through the child’s personal experience

Saturate parts of the day with significant signs of child activity, as close as possible to his personal experience.
Pay attention to the parts of the day in everyday life: “Evening has come, we take a bath and get ready for bed,” “Night comes, and at night all people rest. And we go to bed” and the like. Consider and read Volt Suslov’s book “The Clock”. And then consolidate this knowledge in the game “Give me a word . Start sentences that your baby must complete. For example: “We have lunch during the day, and dinner - …”

Another useful game is “When does this happen?” : use ready-made pictures with parts of the day or take photographs of different routine activities. Show them to your child, ask what he is doing in the photographs when this happens. Let him put the photos in order.

Expand your understanding of the parts of the day and their sequence from 3-4 years old

At this stage, it is important to teach the child to determine the sequence of parts of the day from different reference points. To do this, ask questions: “What comes after the morning? What do children do during the day?... The night is over. What comes after the night? etc.

In order for your child to understand such properties of time as fluidity and continuity, invite him to arrange cards depicting parts of the day so that they begin with day, evening or night (but not with morning).

Use poems about parts of the day, note the characteristic features that can be seen in nature. Rotraut's Night Book by Susanne Berner is perfect for this. Consolidate your knowledge in the game “Name the Neighbors” . You say “day”, and the child says “morning” and “evening” and so on.

The sense of time can be developed from 5-6 years old

At 5-6 years old, introduce children to the concept of “day”. Talk about how one day makes up morning, day, evening and night. At the same age, it is time to develop a sense of time, that is, the ability to distinguish the duration of time intervals (1 and 3 minutes).

When getting ready for a walk, use an hourglass; it attracts children's attention and helps develop a sense of time. Offer to get dressed while the grains of sand pour into the lower compartment of the watch. Is it easy to do this in three minutes? Can dad get dressed in three minutes?

Play "Milchanka" . Offer to be silent for a minute (measured on your phone or hourglass). After the game, ask if it was easy to remain silent. Did the minute seem slow or fast?

Read books that clearly tell you about clocks and time: “The Embodiment of Time” by Natalya Sapunkova, “Clocks and Clocks” by Elmira Kotlyar, “What Time is It?” Volta Suslova, “The Cuckoo Clock” by Sofia Prokofieva. A cartoon was made based on the latest book, which is also useful to watch and discuss with your preschooler.

Kindergarten "Kalinka", Volgodonsk

In subsequent exercises to consolidate knowledge about the sequence of parts of the day, colored signs were used as handouts and children were asked to show sign cards that came before or after the one named by the teacher. Or they suggested laying out the sign cards, starting with any of them, and then explaining in words the sequence of parts of the day.

Completed by: Shustrova T.A. Teacher of MBDOU D/S "Kalinka"

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”.

We have not yet disclosed the quantitative characteristics of the day - 24 hours, but the duration of this measure of time can be explained using parts of the day. The word “day” should act as a generalization, i.e. a day consists of four parts - day, evening, night, morning. It is necessary to help children realize that day, evening, night and morning are parts of the whole - the day, that the sequence of parts of the day can be counted starting from any of them.

When children in the middle group mastered the concept of “day,” we used a number of techniques. Four pictures of the same landscape in different parts of the day were placed in one row on the board. From each picture we found out when this happens. Based on the simultaneously presented four parts of the day, we were introduced to the concept

They asked the children: “How many parts of the day are drawn in all these pictures? How can you call in one word all the time when morning, afternoon, evening and night, all four parts of the day, pass? The children usually answered: “All day,” “All day.” We clarified: “All these four parts are called “days.” Morning, day, evening and night make up one day.” Then they repeated how many parts there are in a day, what they are called, and what order they follow. They also suggested adding up the symbols of parts of the day and calling all this time in one word.

Games were also played, for example “Name the neighbors”: - Name the neighbors of the morning. - Part of the day - morning - has neighbors - night and day, because before morning there is night, and after morning comes day. - Name the neighbors of the night. “Name all the parts of the day”: - Children, I will name one part of the day, and you name all the others that follow it to make a day. Day, what's next? (Evening, etc.)

To consolidate the concept of the day and the sequence of parts of the day, a conversation was held on the following questions: “Remember what you know about the day. What time of day is it now? What other parts of the day are there? What comes after the evening? How do you know it's night? Name all the parts of the day, starting with day.” And so on.

All these techniques allow you to show children the sequence of parts of the day and give an idea of the day as a whole. At the same time, they develop an elementary concept of the fluidity and continuity of time.

Days of the week:

Seasons:

"First - then"

Tomorrow and yesterday

The categories of time “tomorrow, today, yesterday, the day after tomorrow” are not yet accessible to the baby’s understanding, because they are not associated with activity and tactile/visual sensations. To teach your child to distinguish between these concepts, it is necessary to start from activity. For example, the kid remembered well the trip to the circus. How can this event be used to teach time? Must speak:

tomorrow we will go to the circus;
today we watched tigers at the circus;
where were we yesterday?

The child will understand the concept of “yesterday” faster, because he remembers yesterday’s events. It is more difficult to explain and understand the word “tomorrow”. To do this, tell us when “tomorrow” comes:

first the baby should go to bed at night;
the next morning “tomorrow” will come.

Gradually, the baby will begin to understand the difference between “today, tomorrow and yesterday.” The main thing is that you should not rush your child into mastering new (abstract) concepts and get angry at his lack of understanding. Over time, he will master everything.

Development of thinking

When the difference between morning and evening is clearly imprinted in the baby’s mind, you can go further - activate his thinking. To do this, you need to show pictures depicting human activities and ask what time of day they do such activities.

Things to do for the day

Questions should be asked like this:

When do stars appear in the sky - during the day or at night?
When do the kids have lunch - in the afternoon or in the evening?
When do they do exercises - in the morning or in the afternoon?
When does the sun shine in the sky - during the day or at night?

You can come up with such questions yourself, encouraging your child to talk and operate with the basic concepts of time. You can also ask your child what the sun does in the morning/night/evening.

Night sleep

Dawn and Dusk

It is very important for children to connect new concepts with specific examples. Let’s say that a child will quickly learn the word “day” if it is associated with the visible sun in the sky. That is, abstract symbols and concepts are not yet available to children’s brains. Therefore, in kindergarten manuals you can find a lot of visual material for teaching children.

Day/night is understandable and easy for the child to understand. It is more difficult to explain what morning is and what evening is. Why are they called differently, and what is their fundamental difference? To do this, show the child pictures that depict human activity.

Let's say the morning differs from the day in that you need to brush your teeth and wash your face after sleep. The picture clearly shows this. During the day, children walk outside and play on the playground, and in the evening they play at home or in the kindergarten. Thus, the processes of activity are organized in the child’s mind and a logical chain “time of day - actions” is formed.

Summary of a lesson in a senior group on the topic “Time of day”

Lesson in the senior group of a preschool educational institution.
Topic: Time of day Objectives: 1. Strengthen ideas about the time of day. Continue to learn how to use words correctly: morning, afternoon, evening, night. 2. Develop attention. 3. Cultivate interest in mathematics classes; answer the teacher’s questions without interrupting each other. Material: ball, illustrations for parts of the day, flashlights according to the number of children, moon, sun, pictures with parts of the day. Methods and techniques : story, questions for children, surprise moment, didactic game, encouragement, artistic expression.
Progress:

Children sit on chairs.
There's a knock on the door and Piggy comes in. Piggy: Good evening, guys! Educator: Wait, Piggy, you mixed something up. Children, is it really necessary to say good evening now? We just came to kindergarten. The children correct Piggy, telling him that they just woke up, washed themselves and came to kindergarten, which means it’s morning. Piggy: Woke up, washed up. What's next? Children: We'll have breakfast and study. Piggy: What's next? Children: Let's go for a walk, and then we will have dinner and go to bed. Piggy: What's next? Children: Let's wake up, do gymnastics, play, go for a walk. Piggy: What's next? Children: We’ll come back from our walk, wash ourselves, have dinner and play. Piggy: What's next? Children: Parents will come and we will go home. Piggy: What's next? Children: We'll play at home and go to bed. night will come, all the children and adults are sleeping. The teacher invites the children and Piggy to play the game “Lanterns.” Educator: When do the lanterns turn on? Children: In the evening and at night. Educator: When do they turn it off? Children: In the morning. Educator: Now you will take the flashlights and walk around, and when I say: evening has come, the flashlights will need to be turned off and raised up. Play 2-3 times. sit on the chairs. The teacher draws attention to the box. Where is she from? Who brought it? Offers to open the box. Educator: Who's there? Piggy hid and wanted to play with you. Let’s play a game with him: “We won’t tell you where we were, but we’ll show you what we did!” Physical exercise. Children show with gestures what they did during the day. Piggy must guess what the children were doing and at what time of day. Piggy makes a mistake, the children correct him. Piggy: Oh, I'm tired. Educator: Let's play the game "Day and Night." When I show you the sun, you go for a walk. I'll show you a month - what needs to be done? Children: Sleep. Educator : When it’s night, the children close their eyes and sleep. Play 2-3 times Piggy offers to relax and play riddles - guesses.
Gives riddles to children. When the cockerel gets up before everyone else, sings loudly, and calls to greet the sun?
(Morning) Children show the corresponding picture.
It began to get dark outside the window, the birds began to sing more quietly.
Toys need to be put away. Mom calls everyone over for dinner. When does this happen? (In the evening) Go to sleep, go to sleep, Child Vanyushenka. All the swallows are sleeping, And the killer whales are sleeping, And the martens are sleeping, They tell our Vanya to sleep. (At night) Piggy says thank you to the children for helping him. Gives children the game “Fun Hours”. Lesson reflection.

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Lesson summary “Parts of the day, idea of time”