Familiarizing young and middle-aged children with the parts of the day

Basic Rules

As a rule, the baby associates morning, afternoon, evening, and night with the actions that he or the people around him perform at that time.

So, in the morning he goes to kindergarten, and mom goes to work;
During the day he has lunch and sleeps;
in the evening his mother comes home from work and picks him up from kindergarten;
at night he must sleep.

The child is not very interested in what is happening in nature at this time, and parents sometimes have no time to observe the full picture of each time of day. However, a child can and should be taught everything.

To do this, we offer you pictures called “Morning, afternoon, evening, night.” They can be taught in a variety of ways.

Firstly, you can rely on Doman’s technique and show your child pictures for a few seconds, giving out loud the names of the time of day. Gradually, the baby will remember the picture and will distinguish morning, day, evening, night according to their signs in nature.
Secondly, pictures called “Morning, afternoon, evening, night” can be hung in different parts of the room, and, approaching one of them, tell the child about the time of day.
Thirdly, just select pictures and talk about them with your child: look at all the details, discuss them and comment on them. So, gradually the morning, day, evening, night for the child will be associated not only with everyday activities - the baby will learn to understand nature and see the beauty in it.

Pictures entitled “Morning, afternoon, evening, night” can be downloaded and printed from our website. Ideally, you will set aside strictly specific hours for studying them at the same time of day. So, you study the morning in the morning, comparing the picture in the picture with the view outside the window and finding similar characteristics. We do the same with other pictures. All signs of night can be observed in the evening in winter, when it is not too late and the baby is not sleeping.

Parts of the day - generalization and systematization of material on the world around us on the topic

Parts of the day: generalization and systematization.

Exercises to consolidate knowledge

In subsequent exercises to consolidate knowledge about the sequence of parts of the day, using colored signs as handouts, you can invite preschoolers to show card-signs indicating the previous or subsequent parts of the day named by the teacher. The teacher asks the children to arrange the sign cards in order, starting with any of them, and then explain* in words the established sequence of parts of the day.

At the end of the year, when children have already developed knowledge about the parts of the day, it is advisable to explain to the children the meaning of the word day as a general concept. It is necessary to help children realize that morning, afternoon, evening and night are parts of the whole - the day, and that the sequence of parts of the day can be counted with any of them.

When children in the middle group learn the concept of a day, a number of methodological techniques can be used. On the board, put four pictures in one row depicting the same landscape at different times of the day. Children are asked questions: “When does this happen?”, “How many parts of the day are drawn in these pictures? How can you call in one word the time when morning, evening and night, all four parts of the day, have passed? Children usually answer: “All day”, “All day”. In this case, it is necessary to clarify: “All four parts are called a day.” Then repeat how many parts there are in a day, what they are called, what is the order in which they appear. Invite preschoolers to add up signs - symbols of parts of the day and name all this time in one word. To reinforce the concepts of the day, it is recommended to play the following games.

Game "Name the neighbors."

“Part of the day, the morning, has neighbors - night and day, because before the morning there is night, and after the morning there will be day. Name the neighbors of the night,” the teacher suggests. Game “Name all the parts of the day.” “Children, I will name one part of the day, and you will name all the others that follow it to make a day,” says the teacher. “Day, what’s next?” The children answer: “Evening.” Etc. In addition to games, you can have conversations on the following questions: “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.” These techniques reinforce in children the concept of the sequence of parts of the day and give an idea of the day as a whole. At the same time, children develop an elementary concept of the fluidity and continuity of time.

In the middle group, they begin to teach children to correctly use the words yesterday, today, tomorrow. To do this, you can associate the time characterized by these words with some emotionally charged event for children, about which the children are reminded for three days: “Tomorrow there will be a sports festival in the group... Today we had a sports festival... When we had a sports festival ? Such exercises on the correct use of these words must be carried out repeatedly. We must constantly monitor the correct use of their children.

Familiarizing children with the time of day (lesson in kindergarten)

To measure time, regularly repeating phenomena are accepted: the change of day and night, the change of lunar phases, the change of seasons, caused by the daily rotation of the globe around its axis, the movement of the Moon around the Earth, and the movement of the Earth around the Sun.

The duration of one revolution of the globe around its axis is equal to a day. In everyday life, instead of the word “day,” they often say “day,” although more precisely, a day is the length of time from sunrise to sunset. In different places on the globe and at different times of the year, the length of day and night is different, therefore, the concepts of “day” and “night” as standards are unsuitable for measuring time. A day as a measure of time has its own specific quantitative characteristic - 24 hours, so time is measured in days. It is the first natural unit of time.

The day is usually divided into four parts: morning, afternoon, evening, night. This division, on the one hand, is associated with objective changes occurring in the environment due to different positions of the sun, illumination of the earth's surface, airspace, the appearance and disappearance of the moon, stars, and on the other hand, with a change in the types of activities of people in different parts days, alternating work and rest. The duration of each part of the day is different, so their change is accepted conditionally.

The Dictionary of the Russian Language by S. I. Ozhegov gives the following definition of parts of the day: day - part of the day from morning to evening; evening - the part of the day before the onset of night, the next after the end of the day; night - part of the day from evening to morning; morning - the beginning of the day.

When teaching children to recognize parts of the day, it is enough to confine themselves to correlating the correct designation of each part of the day (morning, afternoon, evening and night) with the corresponding period of time and teach them to determine this period by its characteristic activity and external signs. Therefore, in the “Program of Education in Kindergarten” it is recommended to begin the development of ideas about time in primary preschool age by distinguishing individual parts of the day, and in the middle group, on this basis, show the sequence, the alternation of parts of the day and the day as a whole (one day replaces another, and it begins new day).

In the process of empirical experience, children cannot independently acquire this knowledge about the parts of the day - this is confirmed by the results of a survey of the ideas of children of different age groups.

We found out how children determine the parts of the day based on activities characteristic of a particular period of time, whether they know the names of the parts of the day, and how they orient themselves in time during the day. Children were asked to answer the following questions:

“When does your mother bring you to kindergarten?

When do you sleep in kindergarten?

When do you get picked up from kindergarten?

When do you sleep at home?

We also used a set of four pictures that depicted activities typical for each part of the day. The pictures were presented to the children one by one and the question was asked: “When does this happen?” Based on the content of the activity depicted in the picture and some objective indicators, the children had to determine and name the time. This examination was carried out in all age groups of kindergarten.

At the same time, it turned out that even children of the first younger group try, and quite successfully, to determine the time of a well-known and constantly repeated activity. We showed them pictures that were accessible and similar in content, found out what was drawn on them, and then asked the question: “When does this happen?” Trying to determine the time of action, kids mostly call day and night. If the pictures showed any active activity in daylight, the children said it was day; pictures with twilight lighting or electric light, in the interiors of which there were beds, were defined as night. The concreteness of the thinking of children of the third year of life was expressed in the fact that they correlated the activity depicted in the picture with their personal experience, for example: “This happens when we go home from the garden. Mom and I are walking at night” (i.e., on a winter evening); “The boy is eating porridge. And I eat porridge during the day.” A similar comparison of the content of pictures with their own experience in children of other age groups was observed only in isolated cases.

As we can see, the difference in mastering the skill of identifying and naming different parts of the day between younger and older children is insignificant. Despite the work carried out in kindergartens to familiarize children with distinguishing and naming parts of the day in accordance with the program, only 35% of children of senior preschool age correctly identified such a part of the day as day. The fact is that the child hears the names “morning” and “night” more often than others from adults, both at home and in kindergarten. “Good night,” “Good morning,” the mother often says, and the teacher invites: “Come to kindergarten in the morning.” In addition, morning and night are characterized by constant activities (getting up, dressing, gymnastics, night sleep). Typical objective indicators also contribute to the distinction between morning and night: light or darkness outside the window, sunrise or moonrise. All this helps children in the process of everyday life learn to more actively distinguish and name these parts of the day.

Distinguishing and naming day and evening as parts of the day makes it more difficult for children. The amount of knowledge about these concepts hardly increases from one age group to another. This is probably due to the fact that children hear these words less often, and the word “day” is used in different meanings (day as a day, as half a day and as part of a day). These periods of time are characterized by a variety of activities, their boundaries are vague, and objective indicators (in summer for the evening, in winter for the day) are very relative. Therefore, in children’s active vocabulary, the words “day” and “evening” are less common.

At the same time, the analysis shows that even if the name words are not in the child’s dictionary, this does not mean that he has no idea about these periods of time. The words “day” and “evening” are often replaced by an indication of specific actions performed at a given time (“Day - when we have dinner”, “Evening - when mom comes for me”, etc.). Sometimes children found it difficult to answer the question: “When does this happen?” - and because they did not understand the meaning of the question word “when?”. We encountered this in all age groups, but it was especially evident in younger children.

In the middle group, we tested children's knowledge of the sequence of parts of the day. Only half of them could establish the correct sequence of parts of the day and its validity, for example: “After morning there is day, then evening, then night and the day ends. And then it’s morning again.” Children in middle preschool age are already able to master the sequence and fluidity of time, but in the minds of many of them, the sequence of parts of the day has one constant point of reference - morning. When it was asked to put the pictures in accordance with the sequence of parts of the day, starting with the night (“I’ll put a picture where the night is drawn. Which ones will you put in order later?”), the children answered:

“This is impossible, because after the night there is nothing” or: “That doesn’t happen.” In their minds, the day ends at night and begins in the morning.

To establish the sequence of parts of the day, we offered children pictures-drawings 1-4. Looking at these pictures and answering the question: “When does this happen?”, the children perceived them as indicators of the parts of the day and named the parts of the day. When these same pictures were asked to arrange them in accordance with what happened before and what came next, the children laid them out in order of the activity depicted and explained it this way: “First the child sleeps, then does gymnastics, then eats, then plays.” They perceived the pictures in a sequence corresponding to specific plot actions, and not as a means of indicating parts of the day, i.e., they relied mainly on the depicted activity, without noticing time indicators. Activity, as a more familiar and concrete sign, obscured the objective sign - the degree of illumination of space, the moon, stars (at night).

Consequently, in the learning process it is necessary to include to a greater extent objective indicators for recognizing parts of the day - the position of the sun at different times of the day, different levels of illumination of the earth and sky, as well as the different colors of everything around us at different parts of the day. Thus, it is possible to show the predominance of blue in the morning, yellow in the daytime, gray in the evening and black at night. The color feature will be able to serve as an indicator of different parts of the day, i.e. it will be possible to use colored signs (for example, squares of blue, yellow, gray and black) as models symbolizing one of the significant features of each part of the day - its color scheme. Such a colored sign can reflect the essential features of each part of the day, associated with the different position of the sun and the degree of illumination of the earth's surface. Generalized signs can serve as visual material both for recognizing parts of the day and for establishing a sequence between them, and will help children get an idea of the length of the day.

When preschoolers master the skill of distinguishing, naming parts of the day and determining their sequence, the following features were noted: 1) unevenness in mastering the names of the parts of the day; 2) highlighting earlier those parts of the day that are more often called adults, are associated with characteristic types of activity and have specific signs; 3) correlation of indicators of parts of the day with one’s own experience of life and activity; 4) determining the sequence of parts of the day, usually starting in the morning.

Based on these features, we have outlined methods of work to develop children’s knowledge about the parts of the day, their sequence, and the cycle of the day.

Time is perceived by the child indirectly, according to some specific signs. But these specific signs (“Morning – when it’s light and children go to kindergarten”, “Night – when it’s dark, children and adults are sleeping”) are unstable, they depend on the time of year, on the geographical location of a particular place. When determining the parts of the day, the child’s individual experience is also not unconditional. Signs of night (dark, everyone goes to bed) may not be typical for children whose parents work shifts. Therefore, the individual characteristics of everyday life must be taken into account when teaching children to distinguish between parts of the day.

The specific determinant of time for children is, first of all, their own activity - “The acquisition of time occurs slowly and is carried out only through the practical activity of the children themselves, when the teacher specifically identifies this side of life in it.” Therefore, when teaching children, it is necessary to saturate the parts of the day with specific essential signs of children's activity, naming the corresponding time.

What types of activities should be used as indicators of different parts of the day? Among the various types of activities that are repeated daily in a child’s daily routine, there are constant ones that take place only at a certain time: coming to kindergarten, exercise, breakfast, lunch, afternoon nap, etc. There are also variable types of activities that are repeated several times. times during the day, in different parts of the day: playing, washing, dressing and undressing, walking, etc. Constant activities can primarily be used as indicators of the time of parts of the day. You can show these types of activities and associate the time of their occurrence with a specific name of the parts of the day by talking with children about this activity and time or showing this activity in pictures.

Familiarization of children with the parts of the day according to the “Education Program in Kindergarten” 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. Due to the characteristics of this age, to determine each part of the day, we had to use activities that were as close as possible to the personal experience of each child.

We began our introduction to the parts of the day with a conversation about the children’s personal, concrete experiences (we provide a brief summary).

Educator. Children, you wake up at home when your mother says: “It’s time to get up, it’s already morning!” What do you do in the morning?

Nadya N. I get dressed, make the bed, then go wash. Mom combs my hair and we go into the garden.

Educator. When do you come to kindergarten?

K about l I B. When mom brings you in the morning. When everyone goes to work.

Educator. What do you do in the morning in kindergarten?

Children. Let's play. We do exercises. We're having breakfast.

Educator. In kindergarten you do gymnastics and have breakfast every day. Then the lesson is held. We do all this in the morning. It's morning and we're studying.

We held such conversations in mathematics classes, paying special attention to teaching children how to correctly name the parts of the day. In everyday activities, we also trained children in using the names of parts of the day, in correlating actions with certain times of the day.

Introducing children to the time question “when?” and consolidation of their skills based on characteristic activities and some objective indicators to determine the parts of the day were carried out by us in classes using pictures. Children were shown pictures depicting constant types of activities characteristic of each part of the day (sometimes pictures of fairy-tale content were used, associated with the activities of fairy-tale characters in different parts of the day), and were asked: “When does this happen?” Some named the time of action without explanation, while others explained why they thought so. In subsequent lessons, the children had to choose from several pictures those pictures that depicted what happens in any one period of the day (morning, afternoon, evening, night). To consolidate children’s knowledge, they read excerpts from stories and poems that described practical actions characteristic of a given part of the day, for example:

Time to sleep! The bull fell asleep

Lay down in the box on its side.

The sleepy bear lay down in bed,

Only the elephant doesn’t want to sleep...

Introduce your child to the names of the parts of the day. During the day, say what happened in the morning and what will happen in the evening. To consolidate knowledge about the parts of the day, use pictures with their images (find them in children's educational literature or make them yourself - photograph the same view at different times of the day, for example, the view from your window).

Ask the child to tell from the pictures what time of day is depicted, what happens in nature at this time of day (with the sun, sky, animals), what dad and mom usually do at this time, and he himself. Let him explain what happens first and what happens next, arrange the pictures in the right order (from left to right).

If it is difficult for your child to arrange the pictures, do it yourself and explain your actions. And the baby just has to correctly lay out the arrows drawn on small pieces of paper, showing what happens first and what happens next. Reading children can be asked to place captions near the pictures (on cards) or to place the signatures in the desired order.

Questions for the conversation “Parts of the day.”

When does your mother bring you to kindergarten?

When do you sleep in kindergarten?

When do you get picked up from kindergarten?

When do you sleep at home?

Work in notebooks

Paste into a notebook with images of different parts of the day (morning, afternoon, evening, night)

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.

Time of day for children

The time of day for children, for adults and for all plant and living nature consists of four periods of time: morning, afternoon, evening and night.
Each time period differs from each other in the position of the sun, the location of the hands on the clock, our affairs and activities. So, in the morning we wake up, brush our teeth, have breakfast and get ready for the day. During the day we go to classes, have lunch, do homework and attend clubs. In the evening we play, relax, have dinner and get ready for bed. And at night we sleep sweetly.

(Some pictures in which the pen cursor appears can be downloaded in large size. To do this, click on the picture to open a large picture for downloading)

Presentation for children: time of day

MORNING

In the villages, from the very early morning, as soon as the sun rises, the entire area is awakened by the cockerel with his loud “Ku-Ka-Re-Ku”! And in the city early in the morning the alarm clock rings, telling you that it’s time to get up.

The time of day when the sun appears above the horizon is called morning, which comes with dawn. The sun is just rising above the horizon, rising above the trees and roofs of houses higher and higher, giving us its bright rays and sunny smile.

In winter the morning starts later, and in summer earlier. And even in the summer, there is morning dew on the grass. This is when the grass is wet, as if it had rained, but in fact there was no rain, the air just cooled overnight and turned into small droplets of water that settled on the leaves and blades of grass.

The morning begins with waking up. Plants wake up, opening their buds, animals and birds wake up, crawling out of their holes and flying out of their nests. In the morning you need to get out of bed and carefully make it. Then go wash, brush your teeth, do exercises and get ready for kindergarten or school. Meanwhile, in the kitchen in the morning, breakfast is already waiting for us, which my mother prepared.

DAY

During the day a person is awake.
Children play in the courtyard of a house or kindergarten, schoolchildren study and return home after school, and meanwhile adults work. Small children are supposed to sleep a little after lunch during the day, and older schoolchildren are supposed to do their homework so that before the evening they can do their favorite things and go for a walk. During the day, the sun rises high in the sky and moves from east to west across the sky, gradually descending in the afternoon towards the horizon. In summer the sun rises high above the horizon, and in winter it sets low and quickly.

During the daytime, children have classes in kindergarten and school, after which it is lunch time. Lunch consists of first, second and third, after which you need to rest a little, and for younger children there is a “quiet hour”.

Towards evening it is time to have lunch. An afternoon snack is a small dinner, which consists of a bun with tea or fruit and juice, after which you can go for a walk.

EVENING

In the evening the sun sinks lower and lower and sets below the horizon.
This time of day is called evening. And when the sun disappears over the horizon, you can watch a beautiful sunset. It can be bright in yellow-red rays. In winter, evening comes early and the sun sets quickly, and in summer it takes a long time to get evening and the sun sets slowly. Plants, animals and birds are preparing for sleep. Flowers close their buds, animals climb into their holes, an anthill in the forest closes, and birds sing lullabies near their nests.

Evening is the time when children come from a walk, and adults from work. This is dinner time, after which you can play a little, watch TV or read an interesting book.

In the evening you need to prepare for tomorrow, pack your clothes and books for school, brush your teeth and go to bed. After evening comes the darkest time of the day - night.

NIGHT

At night, all people, animals and plants rest to gain strength for the next day. People sleep in their beds under a warm blanket, dogs and cats curl up in their cozy places, birds hide in the branches of trees, and plants have their buds closed. Some animals, such as owls, that sleep during the day are awake at night, but most animals sleep in their nests and burrows at night. Night is a time of silence, rest and sweet dreams.

The sun is hiding far below the horizon and it is very dark around. But now you can see the stars in the sky and the month appears for a while. During the day, the stars and moon are invisible due to the bright sunlight, but at night in complete darkness they appear in all their glory.

At night a moon appears in the sky. This is the moon - our satellite of planet Earth. When a month is full, it is called a full moon. It comes in the form of a waxing or waning crescent. Or it may not happen at all - it’s called a new moon. While the night lasts for us, on the other side of the globe the sun is shining and the day is in full swing.

Tasks-games for children about the time of day

Picture of a clock for children. Print and cut out the picture of the alarm clock. Carefully cut out the hands, make a hole in the middle of the dial and secure the hands to the clock with a thread. Now you can show what time it is! And what is it now: morning, afternoon or evening?

(Click on the picture to open a larger picture for downloading)