Mommy, what's the clock? Perception of time in children

Mommy, what's the clock? Perception of time in children

How our little time perceives is what we set out to discuss this time and here are some questions we are trying to answer:
1. At what age does the notion of time form?
2. When the expressions begin to make sense: "Wait a little", "I come immediately", "I come back tonight", "Dad is missing a week", "There are 3 months until Santa comes", "This year you turn 4 years old "and how many others?
3. How does the child feel about passing the hours at kindergarten, the passing of the days until ..., the passing of the years since ...?
4. At what age can the clock, the date of birth, the data of other important events be learned?
5. When can you answer questions like: "When do you want to go to the park?", "How long did you play in the yard?", "Do you remember when I went to the Zoo?" and so on

6. How useful is it to teach him how to read the clock and what role does orientation have over time?
Learning the clock is not as difficult as it seems. Immediately after the child has learned the numbers we can start, using a sufficiently large wall clock and with clear written figures. You can choose a clock for his room, beautifully colored, with the shape of a teddy bear or Mickey Mouse. The thing is that the screen is light in color and the languages ​​are different colored.
There are puzzle toy watches, with detachable figures, with which you will learn each one's place. The child's first task will be to recognize the numbers and then place them in the correct order. If you got here, you've already taken the first big step! You can then tell him that the small language looks like the time, do a few repetitions and stop here. From now on, the child can find out with approximation how much the clock is, orienting itself only after showing the small language. It is about consolidating the knowledge acquired by the little one, encouraging him to look at the clock, to propose hours for certain activities and even to make together a program of the day or a "schedule". If he goes to kindergarten, it will be very useful to him to know at what time certain things happen and when his mother comes to take him it will no longer be a mystery. You can reward him by buying him a watch. Preferably the watches are not very small, with Arabic numerals and no pictures on the dial. Eventually choose a simpler watch model and a more fun strap with pictures or applications. Let's not forget that the purpose of the clock is to find the time!
For beauty and flair you can choose bracelets or other jewelry. During this time you can make carton watches with the child, you can cut and paste the figures and languages ​​on the dial, you can "adjust" the clock at different times. Do not dispute it if it is wrong, try to correct it and especially find out what it did not understand or where it has difficulties. Avoid going too far ahead! As the saying goes, "Hurry up the job." Also avoid electronic languages ​​without languages, with electronic display, as well as the names of the hours up to 24.
The hours 8 in the morning and 8 in the evening are clear enough not to introduce the difference between 8 and 20 and AM / PM which, for the child, have no significance. After you have convinced yourself that the little boy has consolidated his knowledge, you can introduce the notions of "fixed" and "half" at the same time with the meaning of the big language. It is time to tell him that the hour is 60 minutes, the half has 30 minutes and to find out if the notion of "half" is correct. You can play with all kinds of halves (apple, egg, sheet of paper).
Remember to remind him every time he puts his watch on his hand that his correct position is 12 up. Then talk to the child about the big language with the help of the minutes. After you learn the fixed hours, halves and quarters, start learning the minutes. For this you need to explain to them that the big language does not look like minutes as the small one looks like hours. You can make from the cardboard a larger dial located on the back, which you write the minutes (5, 10, 15 etc). The big tongue will have the tip next to these numbers and the small one next to the hours. Make sure the little boy understands and exercises.
Regarding the dates (birthdays, holidays, important events), tell the child whenever you have the opportunity, without expecting to remember. Try to give meaning to this data. Link them to the seasons that children easily learn. Do not forget to tell him that his birthday is, for example, always spring when the trees are in bloom, as every year Christmas is Christmas.
A month before the holiday or event, talk about it, start preparations so that the child, the date to be related to concrete things, otherwise he will not remember!
For the child to be able to orient himself in time, tell him clearly what in each case means expressions such as: "later", "another time", "always", "immediately".
Teach him not only the seasons but also the days of the week and the months of the year. When he knows the numbers, do not hesitate to use a calendar, to show him what day of the week is his day, the start of the holiday, the day of the child, etc. Don't forget to differentiate between working days and free days or weeek end. " Use any opportunity to report back in time, use in time adverbs of conversation and make sure the little one understands them.
Around the age of 2 years, the child can wait a few minutes if he is told "immediately". At 3 years old he knows how to name the days of the week and the seasons with their characteristics. At 4 years old he can already read the hours, he can "plan" his day activities.

Duration appreciation, useful for children

Duration assessment is very useful for the child for several reasons:
1. The child learns to be patient, to wait 10 minutes, to sit at the table for a quarter of an hour;
2. Can make an effort (physical or concentration of attention, maybe silence, etc.) if he knows how long it takes;
3. His anxiety is greatly reduced if he knows how much he is at kindergarten, when his parents come, when his mother returns from a trip, while he is at the doctor's office, etc.
4. Learn to plan activities and follow their order;
5. His memory will be won because the events will be "ordered" according to their data;
In this whole learning process that will take years, remember that everything is learned more easily if it is enjoyable for the child and that never a single way of learning is enough. You will have to show them, explain them, that is to see, to hear, to feel in many ways what they are learning.
Try to find games, CDs, songs and poems, toys, show them hourglasses, make a solar clock when you are on the beach, try to guess what time is depending on other events, go to a time museum, where the little one he will be pleased to see how people measured the time before the occurrence of the clocks, as well as special specimens of clocks and clocks.
  • Remember that the notion of time is acquired in a fairly long time. Do not rush the child and do not get impatient if he still does not read the time correctly
  • Focus on appreciating the duration and time of day (morning, lunch, evening);
  • Do different exercises and games with the child to repeat and strengthen the knowledge acquired in a relaxing and enjoyable way;
  • Don't argue with him if he is wrong, try to correct him and make sure he understands;
  • Use his knowledge, asking him to announce over 30 minutes, to tell you what time it is when you are busy with something else;
  • Help yourself with photos and video tapes when discussing events that happened before;
  • Don't hesitate to use the calendar and buy and place a special one for the children in your little boy's room;
  • Use the different tenses of verbs correctly and differentially. Explain to the child the meaning of the past, present and future. Exemplify with some common verbs;
  • Make plans together for the holiday, for his day, for other holidays. You talk about important events in family life, locating them in time.
    Anca Munteanu
    Psychologist - Child psychology