The use of didactic games and exercises in teaching children time orientation

Abstract

The article examines the theoretical foundations of the formation of time concepts in preschool children, it is about an important component of cognitive development of the formation of concepts about time and phenomena related to it. Special emphasis is placed on the method of formation of temporal manifestations, its gradual nature. The stages of the development of time representations in preschool age and the psychological features of their formation are characterized. The main attention is focused on the knowledge of preschool children about time and its properties. The importance and necessity of using didactic games and game exercises in the process of forming ideas about time is substantiated. It was determined that didactic games and exercises are an effective means of teaching preschoolers to navigate in time. They correspond to the age characteristics of children, activate their cognitive activity, ensure continuity and systematic learning of knowledge, allow to individualize the educational process and develop social skills. Types of didactic games and exercises for the formation of time concepts in preschool children are considered. It was found that the use of didactic games and exercises makes it possible to implement the principle of continuity (gradual increase in complexity) and systematicity (regularity, sequence, relationship of time concepts) when teaching preschoolers to orientate in time. This ensures their effective assimilation of time standards, the formation of sustainable knowledge and a holistic worldview.

Key words: didactic games; game exercises; preschool children; orientation in time.