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