The acquisition of temporal marks for the kindergarten child

23 avril 2013

In an entitled accompanying document of the programs,  » For a successful schooling of the children « , collection school of the national center of educational documentation, it is highlighted that all the importance of the good acquisition of the first spatiotemporal marks for the children in kindergarten age (from 3 to 6 years) to allow them to integrate well their first school universe:  » … To teach children to the kindergarten school, it already to do a class, even if the subject of the exchanges can seem a little bite off school. It is maybe because of it that marks are lacking to organize the space, the day. « .

The day of the children
 » … The rhythms of life of the children are obviously less complex than those of the biggest. The fact that they live in the same educational community as their elder does not forbid to think about the type of organization of the day which suits them best. The schedule of the day has to remain readable for the child and make immediately sense. A quite particular effort of explanation of the various moments which compose it is necessary. The rites of transition, the beginning of session, the end of session are reassuring and educational …  »

The location in the space and in the time
 » … Traditionally, the kindergarten school grants a lot of importance for the activities which allow the children to find a way in the space and in the time. With the children, it is important at first to make sure that they perceive well the marks which allow them to feel safe in the complex space that is a school and in the succession of moments of a day which looks like little what they knew up to there …

To distinguish between subjective duration and the time of clocks, to order the events with social regard and either only with matter of subjective duration are difficult processes. With the children, it is advisable to evoke the social temporal marks most important … It is important also to make feel the real-life durations: duration of the activities, the naps, the break, etc. … Even there, it is advisable to establish quickly, in the life of the class, the moments when the adult evokes actions to come or taken place actions (reminder). It is only gradually that the child will take part in this verbal work of structuring of the temporality … « 

The succession of the moments of day
Hardly of this analysis, it becomes more obvious than at this age, the first stage of structuring of time at the children passes at first by the identification then by the acquisition of the good chronological sequence of the usual daily cycles: the early morning, morning, noon, the afternoon, the evening and at night.

These moments can be characterized by a logical result of simple symbols allowing a good understanding and a memorization at the child.
These qualities are going to allow them to appropriate the meaning so as to educational and playful time.

The activities or the structural events
Within the framework of the continuation of his apprenticeship, the young children identifies relatively easily and moreover with pleasure the various activities or the events which structure their young existence, once again, by going in the morning towards the evening.

The difficulty is stronger – with the complexity of the series to be memorized – to acquire the good chronological sequence which orders every these time remarkable of their day.

To know more about it
Although the document which was of use as base to this article was more particularly drafted for the teachers, its reading by parents or of parents-to-be can only give them a vision more refined by this important mission, entrusted to the teachers of the kindergarten school, although is the initiation into time for a good introduction in the future school life of the toddlers.

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References:
For a successful schooling of the children
Report of the national center of educational documentation
Collection school
Accompanying document of the programs

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