Methods for introducing children to the clock. Synopsis of an integrated lesson in the preparatory group “Introducing children to the clock. Mechanical and electronic watches

Nadezhda Korvyakova

Main educational area "Knowledge"

]Integration: "Communication", "Socialization", "Security", "Artistic creativity".

preliminary work: looking at illustrations with children depicting different clocks, the teacher's story about time representations, teaching children to navigate time by the clock in the classroom for mathematical development.

Target:

the development of temporal relations in children of the preparatory group for school in order to use time rationally and accurately.

Tasks: To consolidate the ability of children to navigate in time by the clock (with an accuracy of up to an hour);

To acquaint children with the history of the emergence of watches, their varieties;

Develop the basics speech etiquette, enrich the vocabulary of children at the expense of words: watchmaker, water, solar, oil, mechanical, electronic watches;

To cultivate purposefulness, mutual assistance and the ability to interact with peers.

Cultivate the ability and ability to save time.

To consolidate the ability to highlight the features of objects (shape, size, parts).

Improve cutting techniques with scissors (cutting in a straight line, curved lines, rounding corners).

To form artistic and practical skills in children (select color combinations, carefully use scissors, stick images).

Develop creativity and imagination.

Material: Soft toy- puppy;

Cards with numbers from 1 to 12;

Slides depicting a variety of clocks (solar, oil, water, sand, mechanical, wrist, floor, wall, table, cuckoo clocks, chimes, electronic, outdoor, alarm clocks).

sheet of white paper, colored paper, glue, scissors, napkins.

I. (Children sit on chairs in a semicircle, crying is heard. The teacher goes out the door and brings in a puppy (a soft toy. The puppy “sobs”.)

Educator: Why are you crying, our puppy?

Puppy: I was late for the lesson yesterday!

Due to being late

Missed the task.

And now I don't understand

What? For what? And why?

Educator: (strokes the puppy)

Okay, don't cry. You are still small and probably do not know that you cannot be late. Sit in our group and listen to what needs to be done so as not to be late anywhere, and the guys will tell you. How do you know when it's time to leave the house? - look at the clock.

Educator: There is a plate hanging on the wall,

An arrow moves across the plate.

That arrow is not for beauty -

Time will tell you. (Watch)

Of course, it is the clock that will tell us:

When to sleep, when to wake up

When to start work.

What is a watch? (device that shows the time)).

The game “Arrows go in a circle” is being played

(Cards with numbers from 1 to 12 are laid out on the floor, in a circle. Children stand near the cards. The teacher stands in the center and says words to the children).

We are the clock, our exact move,

Arrows lead a round dance.

Arrows go around

And they want to catch up with each other.

(Children walk in a circle, holding hands.)

Arrows, arrows, take your time

You tell us the time!

(Children squat next to the nearest card.)

Educator.

The clock struck exactly five o'clock! (Children get up

sitting with the number 5 and 12.)

(The game is repeated).

Educator:

Guys, do you want me to tell you the story of the origin of the clock? Once upon a time, people determined time by the sun. The sun rose - everyone woke up, set to work. Overhead, it turned out - it's time for dinner. And hid behind the blue sea, behind the high mountains, it's time to go to rest. And then one day a man noticed that the shadow of a tree falls in the morning in one direction, and in the evening in the other. He dug a pillar into the ground, drew a circle around it, divided it into parts. The sun rose, and the shadow of the pillar moved in a circle. What was the name of this watch? (Solar). And they came up with such a clock in ancient Rome.

(The teacher shows on the slide an image of a sundial)

What do you think, is it always possible to determine the time by such a clock?

Could a person always use them? In the summer we will make such a clock on the site, but why not make such a clock in the winter? Who guessed? (Answers of children).

Then people invented oil clocks. How are they arranged? The fire burns, and the oil in the test tube slowly burns out. According to the marks on the test tube, people found out how much time had passed. What do you think, are these watches comfortable?

(No. The watch may fall and cause a fire).

(Showing a slide depicting an oil clock).

Then people came up with a water clock that reported the time both at night and on a gloomy day. Water is poured into a tall narrow vessel with a small hole at the bottom. Marks are made on the vessel - dashes: how much water has poured out, so much time has passed.

(Slide show with water clock).

Do you think this watch is comfortable?

(No, because they need to constantly add water).

Educator: It is no coincidence that since then they have been talking about time: “How much water has flowed under the bridge!” And where can you find such a watch in our time? (Home water filter).

Looks like an hourglass has been set up too.

(Show a slide showing an hourglass).

An hourglass consists of two cones, which are connected to each other by a narrow neck. At the bottom of one cone is fine sand. If the hourglass is turned over, the sand will fall out. Hourglasses are used in the hospital, in the clinic, when doing procedures.

Q: What time can an hourglass count? (1 min., 3 min., 5 min., 10 min.).

Fizminutka

Clocks measure time for us (children show with their hands 3 hours, 9 hours)

Standing still but moving (walking in place)

The clock is ticking to the beat

Tick tock, tick tock, tick tock (hands on the belt, head tilts to the right, to the left)

And the arrows are spinning forward (circular motions hands) Hour after hour, year after year.

(Children go to their places).

Teacher: Time passed. People came up with new instruments to measure time. There were mechanical watches.

(Slide show of a mechanical watch).

The first mechanical watches were made in China. In ancient times, watches were considered rare. They could only be seen on the main tower of the palace. At such hours there was a master. What do you think it was called?

(Watchmaker).

Educator: A watchmaker is a person who repairs clocks. The clock had at first one - the hour hand. Later, the minute hand appeared, and even later, the second hand.

Centuries passed, life became more hasty, people began to value time. Watches have become essential for every person. What hours just did not come up with. Now there are many varieties of watches. I think you can tell about them yourself.

(Slide show depicting wrist, floor, wall, tabletop, cuckoo clocks, chimes, electronic, street, alarm clocks).

Children's stories about hours.

Educator: Time is running, watches are improving, many now have not mechanical, but electronic watches. In what modern devices have you seen electronic clocks?

(In phone, washing machine, microwave oven, computer, multi-cooker, etc.).

Educator: What is the difference between a mechanical watch and an electronic one?

(Electronic clocks do not have arrows, dials. Electronic clocks run on batteries, electric current).

Educator: - Yes, there are different watches, but they all show the time. By the clock, people determine when to get up, when to go to work, when to have dinner, when to go to bed.

Well, now, puppy, now you understand what will help you so as not to be late anywhere?

What is a watch? (A clock is a device for telling time).

There are hands on the clock face, what are they called? (Minute and hour hands).

What does the little arrow show? (The small hand shows the hours).

What does the big arrow show? (The big hand shows the minutes).

Educator: - What parts does the clock consist of? (case, dial, mechanism, buttons).

III. Application on the theme "Different hours"

Educator:

And now, guys, let's go to the tables and make an application on the theme "Different hours". (The teacher reminds the children about the methods of cutting with scissors - cutting along straight lines, curved lines, rounding corners. (Children go to the tables, choose the material necessary for work and perform the application). At the end of the lesson, the work is displayed on the stand. The children give them credit.

Educator: What an interesting clock we got. (Children talk about their work). Guys, let's give all our works to our puppy as a memory of our lesson. I hope that now he knows that it is impossible to be late, and our watch will help him with this. (Children give the puppy their work, he thanks them, says goodbye and leaves).

It is the regulator of life and learning activities student from 1st grade. Under the leadership of B.G. Ananiev, a series of psychological and pedagogical studies of the mental development of children in the process of primary education was carried out. These studies have proved that there is not a single type of activity of children in the process of learning at school, in which spatio-temporal orientation would not be an important condition for mastering knowledge, skills and development of thinking.
Many additional difficulties have to be overcome by those children who, by the time they enter school, have not developed temporal differences. Literally from the first lessons in the classroom, children should be able to work at the same pace and rhythm, keep within the allotted time, be able to manage their actions in time, save time. Pupils of the 1st grade should learn not to be late for classes, start preparing homework on time, and be in time for everything.

For all these requirements that the school will present to the child, he must be prepared in preschool age. To do this, first of all, it is necessary to develop in children a sense of time - the ability to determine and feel certain periods of time.

According to our observations, it is possible for children of senior preschool age to form the skill of regulating activities in time. To do this, it is necessary to create special situations, focusing the attention of children on the duration of various vital time intervals, show them what can be done during these periods of time, teach them to measure in the process of activity, and then independently evaluate time intervals, calculate their actions and perform them. at a predetermined time.

One of the factors on the basis of which the sense of time is formed is the knowledge of time standards (a generalized idea of them). In order for the child to understand what time duration they are talking about, or to independently determine the duration of the time interval, he must know the measures of time on the clock and learn how to use the clock.

To this end, we offer you a summary of the lesson from the cycle “Getting acquainted with the clock”.

“Journey to the Land of Precise Time”

Program content:

introduce children to the clock and its purpose;
learn to navigate the days of the week;
exercise in orientation in space according to the plan;
to consolidate the ability to correlate the number of objects with a number;
exercise in orientation on a sheet of paper.

Equipment: route plan, parcel, clock, audio recording, notebook sheets, simple pencils, crossword, clock - tablets by the number of children, cards with circles, numbers, pictures with clocks.

Lesson progress

1 part. Children enter the group, find a plan. Focusing on the plan, they walk 10 steps forward, 5 steps to the right, 3 steps forward, 8 steps to the left. The direction is spoken by the children. They find a parcel with a stopped clock and a cassette.

- Guys, this package is from the country of exact time. (Listening to the recording).

“Dear guys, help! We got in trouble. The key to the main clock of the city was lost, so there was confusion in the country. Time goes fast, then slowly. The days of the week have changed places: morning follows evening, and night follows day. Please help me find the key, please!”

Let's help the inhabitants of a magical land?

2 part. We will go to a magical land on an unusual bus. The places are marked with numbers. And where you need to sit, the cards will tell you. You need to find such a figure as how many circles are on the card.

D / and "Find your place."

Here we are. See how many pictures there are. What is depicted on them? That's right, it's a watch. Why do you need a watch? (Answers of children).

Maybe someone will guess which watch was the first to be born?

(Solar). A sunbeam fell on the rod, and it gave a shadow, showing what time it was. Why do you think they are not very accurate?

People have come up with many kinds of clocks. How to call in one word the clock that hangs on the wall. (Wall mounted). Where are they in the picture? (On right). Are they on the table? (Desktop). In the picture they …(Left). Are they worn on the arm? (Wrist). Are they on the floor? (Outdoor). How are the watches different? How are they similar? Put the pictures on the table, take the clock.

3 part. The numbers on the watch are printed on the dial. Moving hands show what time it is at the moment. The arrows are different: one is longer, the other is shorter. The long big arrow moves faster. She shows the minutes. A small short one goes in a circle very slowly. She shows the clock. A minute is a short period of time, and an hour is a long one. If the big long hand has gone all the way across the dial, then one hour has passed. Short during this time will move from one digit to the next. To find out what time it is, you need to look at how the arrows are located. Set both arrows to 12. Do it like mine. Now they show exactly 12 hours. Now put the short hour hand on the number 1, and the long minute hand on the number 12. The clock shows exactly the hour. We will rotate the short hour hand, set the long minute hand to 12. Set the minute hand to 12, and the hour hand to 2. This means it is exactly 2 o'clock. What time does the clock show? (Exactly 2 hours). When we say that it is exactly 2, 3, 4, 7, 9 hours on the clock, the long hand of the clock is always on the number 12, and the short one is near the number that shows the given hour. Set the hands on your clock so that it shows exactly 5 o'clock. What time does the clock show? (5 o'clock). How are the arrows positioned? (The long minute hand is at 12, and the short hour hand is at 5). Set the hands so that the clock shows exactly 7, 9, 12 hours. How are the arrows positioned? What question do we ask when we ask about time? (what time, what time is it). We learned about the clock. Is there a magic clock? No.

Residents of the country of the exact time are worried that they have mixed up the days of the week. Let's help them.

D / and “Live week”.

If you remember, everything has changed places in the country of exact time, including the time of day: morning comes after evening, and day after night. Let's solve the crossword puzzle and find out what the main word is hidden in it.

Crossword.

Horizontally:

1. To wait quickly
Tomorrow
Children go to bed
Early, no fire. When? (IN evening).

2. What kind of guest that drives the night away? (Ut R O).
3. The bridge stretched for seven miles.
And at the end of the bridge there is a golden mile. (H e dividing).

4. Sixty seconds flew by and (m other) turned out to be.

5. The moon walks in the sky,
Either defective or complete.
As we used to call the moon,
The calendar will help you. (Month I tsy).
The word is displayed vertically TIME.

4 part. Why did the clock stop in the country of precise time? (Lost the key). I think I know how we will help the inhabitants of a magical land. Take pencils and sheets of paper.

Graphic dictation.

6 cells right, 1 down, 1 right, 2 down, 1 left, 1 down, 2 left, 5 down, 1 right, 1 down, 3 left, 6 up, 2 left, 1 up, 1 left, 2 up, 1 right, 1 up.

So we drew a magic key and helped the inhabitants of a magical country. The magic clock is ticking again. And to help us get back into our group, the residents came up with ways to save us time.

Close your eyes, turn around

Be in our group.

5 part. What did we talk about today? How did we help the inhabitants of the country of exact time?

Synopsis of an integrated lesson in preparatory group

Lesson topic: History of watches

Group: preparatory

Technology used:Integrated lesson

Tasks:

- Learn about the history of watches.

Lead to an understanding of their purpose.

Strengthen the ability to draw different clocks.

Develop creative imagination and logical thinking.

Cultivate the ability and ability to save time.

Material : Various clocks, clock pictures.

Lesson progress:

Q: Listen to the riddle:

When we walk, we stand

And we can stand lying down

Even if we run away

We don't move either.

Q: What do you guys think this is?

D: Clock

Q: - Well done guys, this is the right watch. Today I want to tell a little about the history of watches. And tell me guys, have there always been or was there a time when there were no clocks?

Children's answers.

Q: There was a time when there were no clocks. In those days, people determined the time by the sun.

The sun would rise and people would wake up, the sun would go down and people would go to bed. And when did people sleep longer - in winter or summer?

Children's answers.

Q: People slept less in summer because the nights are short in summer, and they slept longer in winter because the nights are long in winter.

The sun can tell the exact time. When the sun shines, shadows leave the trees. Tell me guys, when is the shadow longer, in the morning, afternoon or evening?

Children's answers.

Q:- When the sun rises or when the sun sets below the horizon, the shadow is longer, and during the day the shadow is shorter. When a person noticed the properties of the shadow, he came up with a sundial.

The man felt bad with this watch, because such watches worked only in sunny weather.

Then man invented the hourglass.

This watch was also uncomfortable for a person, because all the time they had to be turned over every 3 minutes.

While the sand is pouring in, we will play an outdoor game about a bunny.

Kids are playing.

Q: Let's talk about watches. Instead of sand, oil was poured into the clock, oil clocks, but such clocks did not show time accurately. The most unusual watch is a flower watch. These are living flowers, some buds open in the morning and close during the day, while others have flowers open only at night, and are always closed during the day. You can also determine the time from them.

Then a man came up with a mechanism and hung it on a tower. And they did not fit. Soon different watches appeared:

Q: - What is the name of the clock that hangs on the wall? (wall)

What is the name of the clock that stands on the floor? (Outdoor)

What is the name of the clock on the table? (desktop)

What is the name of the watch that is worn on the hand? (Wrist)

Children's answers.

And in the end, a man came up with an electronic clock that runs on batteries.

And now I suggest you guys to come up with and draw any clock.

Reflection at the end of the session

Tips for parents.

How to make friends with math for a preschooler.

I often hear from parents complaining that the child does not want to learn numbers, solve problems, work in copybooks. To which I always want to ask a question, but how often does a mother, for example, want to sew a thing for herself or knit something? For which, I am sure, many will say that it is useless or I don’t know how, there is no time and the like. The same thing happens with a child. At preschool age, he has a lot of his own affairs that are interesting, necessary and important. And he will go to school!

And he's right. After all, the leading main activity of a preschool child, however, like a first-grader child, is a game!

Counting abilities, like the ability to read, can be developed using a game or game techniques. Every kid wants to learn how to write his name, because for this you did not give him the task to learn all the letters, you just printed it on a piece of paper, and he was interested in it, and he remembered it for the rest of his life. In the same way, approach the question of how old he is, and how does it look on paper? So, already from the age of three, a child can easily learn numbers within his age, house number, apartment number, family size, etc. Let him learn to count, say, from one to five, and then up to ten. You don't even need to allocate any special time for this.

So you went for a walk. Simultaneously with the steps, say any rhyme:

One-two, three-four, Three-four, one-two, Who's coming? We are going. Who sings? We sing.

Count the number of steps on your flight of stairs. In the future, you can increase the number of numbers listed in the counting rhyme by singing it to the tune of the musical scale and performing it to the rhythm of your own steps. The child must learn not only to count from one to ten, but also in the reverse order - from ten to one. This can be done while you are at home. Let's say you clean the room, and the child counts how many chairs you had to wipe first, and then how many of them are left. The countdown can be repeated before the child goes to bed: scientists have noticed that information received by a person immediately before bedtime is usually well remembered. Now you are five years old, and when you were younger, you were ... four years old, and even smaller - three, two, one. Helping you in the kitchen, count how many pots are on the stove, how many ladles hang on the wall, and how many spoons is in the sink. From apples, potatoes or beans, from which food is prepared, the child can lay out numbers indicating their number. Pay attention to what the individual numbers look like: two is like a swan with a long neck, five is like an inverted two, and six and nine are acrobatic numbers. With familiar objects, it is easy to master the simplest tricks of addition and subtraction. “We had three mugs on the table, and dad came and added one mug. How much has it become? “There were four apples in the vase in the morning, and now there is one left. How many apples did we eat? Good counting training is alternately naming even and odd numbers. The child is offered a game, during which he, alternately with the elder, must call the numbers “through one”. You can practice counting even while playing constructors. We count cars, figurines, sort and count identical parts. Children are very fond of Board games, which parents often forget or do not know about, but this is very good material for counting, where every time you need to count the required number of moves.

So many interesting things around.

The objects surrounding the child and the activities of adults can significantly expand mathematical representations. It is only necessary to interest the baby in what is around, and help him see the unusual in the ordinary, direct his attention to understanding the process and results of actions: measuring, increasing or decreasing calculations, establishing correspondence, determining the time, finding the route of movement and much more.

It is necessary to expand the boundaries of the child's independence, to provide him with the opportunity to confirm his assumptions with the help of practical actions, to establish himself in the understanding of the extent, number, severity, equality, to study the properties of objects, to experiment.

Your attention should be directed to ensure that the child learns to overcome difficulties, is not afraid of mistakes, strives to reason and find an independent way to solve cognitive problems. Often, adults in the family do not allow the child to study the properties of objects, as they are afraid that he will wet his shirt sleeves, stain the walls or table, litter, break something, cut himself, etc. All concerns are justified, but they should not become an obstacle to children's experimentation.

Sometimes the questions that arise in a preschooler require observation in specially created situations. Such observation helps to study the properties of objects, allows us to see the changes that occur to them under our influence.

For example, from a walk they brought dazzling white snow, the purest one they found in the yard. It lies on a saucer and gradually turns gray, darkens. After a while, it turns into water, and black grains and particles float in it. The water is not as clear as expected.

Or another experience with snow. Loose snow was placed on one saucer, hard snow on another, and a piece of ice on the third. We put a stopwatch on the table and observe what is happening, then explain what we saw. We answer the question: why did the ice last longer and melt later than the snow?

Another example of setting up experiments.“Don’t waste time,” the mother often repeats to the child. Finally, the little philosopher has a question: how is it to play for time? Can you take it with your hands and stretch it like a rubber ball? Such a phenomenon as the subjectivity of the perception of time can be verified empirically.

Experience 1. The child is invited to sit comfortably on a chair and close his eyes. Mom turns on the stopwatch. When, in the opinion of the child, a minute has passed, he should raise his hand. With the help of a stopwatch, it is noted how much time has actually passed. Mother and child can switch roles. At the end of the experience, they exchange impressions.

Experience 2. The child is offered to look at paired pictures and find differences in them. After a minute, the mother asks the child to finish the work, but does not tell how much time has passed. The child makes an assumption about how much time has passed while he was looking at the pictures.

It is necessary to bring the preschooler to the understanding that when doing an interesting thing, a person, as it were, does not notice time, and when doing uninteresting, boring work or its absence, it seems to him that time drags on slowly. To do something slowly, to waste time - this is what it means to "take time."

You can conduct similar experiments using other tasks, choosing a different duration of time, and involving other family members in the experiments.

Places of experiments can be the most traditional. For example, the kitchen is very suitable for this: a lot of interesting things await the child here (if the mother has time and she is in a good mood). The kid next to the closest person really likes to comprehend new things. They cut the cheese. What shape are the pieces? Triangular, square, rectangular? You can compare square and rectangular pieces of cheese and determine how they differ and how they are similar. If the child finds it difficult to answer the question, you can lead him to a guess. (Tell me, how many sides does a quadrangular and a rectangular piece have; are the sides the same length? How many corners does each of these pieces have?)

The process of making cookies is of great interest to the child. With the help of special devices, the dough can be given a variety of shapes. With the help of glasses (large and small), circles can be made from the dough. When the cookies are ready, invite the child to first count how many pieces of cookies turned out in total, and then determine how many pieces of cookies of each shape are baked, what is the difference between round cookies (size). Make the task harder. Ask the child to conditionally divide the cookies among family members, determine how many cookies will be needed if everyone gets two or three pieces, if everyone gets half a cookie.

Preschoolers love to shop with their parents. In the store or in the market, you can show your child a lot of interesting things. Compare electronic scales on which products are weighed in a store with scales used in the market and household scales. Pay attention to the fact that sometimes in the market the number of berries is determined using a glass. Eggs in the store are packed in boxes of one dozen, i.e. ten pieces. The price tag indicates their cost for exactly one dozen. Juice in bags and bottles can be of different volumes: two hundred or five hundred milliliters, one, one and a half or two liters each. Children's favorite ice cream can also be packaged in different ways. Each package contains a different number of grams. Boxes with chocolates also differ in weight - it is indicated on the box. At the same time, its value may not depend on weight: sometimes there are very few candies in a large box, since each candy lies in its nest, far from one another.

Cognitive communication of a preschooler with an adult and a peer is of great importance for everything that follows. child development. The child clarifies ideas about the environment, encounters new properties and features of objects, learns the relationship of phenomena. He shows enviable perseverance, he is interested in everything, but not everything is available. Much is beyond his direct perception. Thanks to the content, saturated with interesting and useful information for the child, cognitive communication expands the horizons of the child, helps to build a holistic picture of the world in the mind.

Examples of quick wits and joke tasks:

Father goose and mother cat bought eight slippers for their children. How many children does each have?

Grandma bought her granddaughters five sweets and three servings of ice cream. We ate all the servings of ice cream and the same amount of sweets. How many candies are left?

What are the stones in the sea? (Wet)

Can you name a number greater than five but less than two? (No such number exists)

And finally, I want to tell parents that all of the above is possible, easy and simple, but only if you communicate with the child not on a schedule and from time to time, but hourly and daily, and a positive result will certainly be!

Tips for parents.

How do preschoolers make friends with clocks?

Teacher of additional education

first qualification category

Ivanchikova Tatyana Nikolaevna

To consolidate your child's success in mathematics, be sure to teach him to understand what time has come. With the arrival of the child at school, temporary indicators begin to play a special role for him. Mom wakes him up in the morning with the words “it’s time to get up”, hurries him with breakfast - “otherwise you’ll be late”, gets worried, waiting from school, and meets him at home with the question “why were you detained?” The child's study hours are subordinated to the school bell. During the lesson, he will never give a voice earlier than he would like, but he will not lengthen the fun break. You know what a folk riddle exists about watches: “There are no legs, but I walk, there is no mouth, but I’ll tell you when to dine, when to sleep when to start studying. Very accurate puzzle, all the details are noticed in it. The child went to school - he must learn on his own, without outside help, to determine what time has come. Time to do homework or go to bed. The task of parents is to show the preschooler how to navigate by the dial, because such a cognitive acquisition will become essential throughout life. It is not difficult to teach this - there are typical dials in every home. First, find out if the child can count to twelve and if he knows the digital designations of each from numbers. Strengthen this knowledge by indicating each number on the dial. Let the child count out loud with you to twelve, moving the finger from number to number. Look at how many clocks you have in your house, what are their external differences and purpose - manual, wall, alarm clock, etc. Then tell us about the purpose of the hands. The short (small) hand shows how the clock moves, this hand is slightly thicker than its girlfriend. And the long (large) hand is the minute hand. Each clock has its own sounds - they tick, ring, squeak, finally beat. Let the child try to convey with his voice the mechanical sounds of the clock. Explain that there are twelve hour markers on the dial. And each hour is divided into 60 minutes by separate dashes. Hours and minutes are shown by different hands - large and small. The fact that the hour hand is small and the minute hand is large is accepted on any watch around the world - and on tiny wrists. Also, all the clocks in the world run in the same direction. There is even such an expression - to move clockwise, that is, to walk in a circle the way the time arrows really go. Watch the clock, let the child make sure that the small hand moves slowly, and the minute hand overtakes it. While the hourly travels the distance from one number to another, the big one manages to run a whole circle. It is better to start learning to perceive the clock face by observing the movement of the hour hand. For example, if the small hour hand is on the number eight, it means eight o'clock in the morning - it's time to go to school. If the number is twelve, then it's time to return home from school and so on. And if the arrow is located on the transition from one digit to another, then the time is on the transition from one hour to another. Play a kind of game with your child - during the day ask him several times: "What time is it?". If the child does not yet know numbers up to sixty, let him not tell you how many minutes the minute hand shows, but only tell you how many hours the hour hand shows. And he can talk about the minute hand by saying its location - on what number it is located. Gradually, with practice, the skill of determining the time by the dial will come. The image of the clock can be drawn, and the arrows on them can be well made moving by attaching a button, a piece of wire or a screw with a wrench in the center. We play wisely - we gain knowledge. But with the acquisition of real wrist watch for a first grader, it’s better not to rush - they will distract his attention from other more prosaic moments of the lesson

The attention of parents should be directed to ensure that the child learns to overcome difficulties, is not afraid of mistakes, strives to reason and find an independent way to solve cognitive problems. Often, adults in the family do not allow the child to study the properties of objects, as they are afraid that he will wet his shirt sleeves, stain the walls or table, litter, break something, cut himself, etc. All concerns are justified, but they should not become an obstacle to children's experimentation.

For example, from a walk they brought dazzling white snow, the purest one they found in the yard. It lies on a saucer and gradually turns gray, darkens. After a while, it turns into water, and black grains and particles float in it. The water is not as clear as expected.

IN similar situations an adult directs the search, leads with the help of questions, reasoning to the selection of properties, the isolation of the most significant of them in a given situation. For example, the density of the snow mass, the lack of free space between its particles, where the warm air of the room can penetrate.

Another example of setting up experiments

“Don’t waste time,” the mother often repeats to the child. Finally, the little philosopher has a question: how is it to play for time? Can you take it with your hands and stretch it like a rubber ball? Such a phenomenon as the subjectivity of the perception of time can be verified empirically.

Experience 1. The child is invited to sit comfortably on a chair and close his eyes. Mom turns on the stopwatch. When, in the opinion of the child, a minute has passed, he should raise his hand. With the help of a stopwatch, it is noted how much time has actually passed. Mother and child can switch roles. At the end of the experience, they exchange impressions.

Experience 2. The child is offered to look at paired pictures and find differences in them. After a minute, the mother asks the child to finish the work, but does not tell how much time has passed. The child makes an assumption about how much time has passed while he was looking at the pictures.

You can conduct similar experiments using other tasks, choosing a different duration of time, and involving other family members in the experiments.

The process of making cookies is of great interest to the child.

With the help of special devices, the dough can be given a variety of shapes (a knife is also useful for this, however, it will take more time, effort and caution). With the help of glasses (large and small), circles can be made from dough. When the cookies are ready, invite the child to first count how many pieces of cookies turned out in total, and then determine how many pieces of cookies of each shape are baked, what is the difference between round cookies (size). Make the task harder. Ask the child to conditionally divide the cookies among family members, determine how many cookies will be needed if everyone gets two or three pieces, if everyone gets half a cookie.

Preschoolers love shopping with their parents.

In the store or in the market, you can show your child a lot of interesting things. Compare electronic scales on which products are weighed in a store with scales used in the market and household scales. Pay attention to the fact that sometimes in the market the number of berries is determined using a glass. Eggs in the store are packed in boxes of one dozen, i.e. ten pieces. The price tag indicates their cost for exactly one dozen. Juice in bags and bottles can be of different volumes: two hundred or five hundred milliliters, one, one and a half or two liters each. Children's favorite ice cream can also be packaged in different ways. Each package contains a different number of grams. Boxes with chocolates also differ in weight - it is indicated on the box. At the same time, its value may not depend on weight: sometimes there are very few candies in a large box, since each candy lies in its nest, far from one another.

In home education, it is recommended to use different tasks for ingenuity, requiring the use of different methods in their implementation. For example, tasks to find a character or an object are solved by the elimination method. The picture shows three kittens: one kitten is tabby with a bow, the second kitten is tabby with a white tail, and the third kitten is black. Task: three kittens played with a ball. Tell me who tangled the threads. It was not a black kitten, but a striped one; he did not have a bow, but he had a white ponytail. When completing the task, the reasoning is built as follows: from the condition it is known that this would not be a black kitten. So, there are two stripes left. How do they differ from each other? One kitten with a bow, the other with a white tail. We need to choose one of them. The condition says that the kitten is tabby, but without a bow. Therefore, there is only one possible answer: the striped kitten with a white tail tangled the threads.

And here is a task to determine the number, where a different base of the account is used. Three skiers came to the store and bought ski poles for themselves. How many sticks were sold? It is necessary to clearly demonstrate this task to the child by first drawing two sticks, circle them and conditionally depict a skier under them. Make the same drawing for the second skier, and then for the third. Count the total number of sticks and conclude: a total of six sticks were sold.

Cognitive communication of a preschooler with an adult and a peer is of great importance for all subsequent child development. The child clarifies ideas about the environment, encounters new properties and features of objects, learns the relationship of phenomena. He shows enviable perseverance, he is interested in everything, but not everything is available. Much is beyond his direct perception. Thanks to the content, saturated with interesting and useful information for the child, cognitive communication expands the horizons of the child, helps to build a holistic picture of the world in the mind.

Examples of quick wits and joke tasks:

Father goose and mother cat bought eight slippers for their children. How many children does each have?
Grandma bought her granddaughters five sweets and three servings of ice cream. We ate all the servings of ice cream and the same amount of sweets. How many candies are left?
What are the stones in the sea? (Wet)
Can you name a number greater than five but less than two? (No such number exists.)