Section III Applying Fundamental Concepts, Attitudes, and Skills Unit 19 Measurement: Time ©2013 Cengage Learning. All Rights Reserved.

Section IIIApplying Fundamental Concepts,

Attitudes, and Skills

Unit 19Measurement: Time

©2013 Cengage Learning.All Rights Reserved.

Time

• Sequence– order of events

• Duration– how long an event

takes

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Three Kinds of Time

• Personal experience—the child’s own past present and future

• Social activity—a sequence of predictable events, daily order and routine

• Culture—having to do with clocks and calendars, understood during concrete operational period

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©2010 Cengage Learning.All Rights Reserved.

Language of Time

• General words

• Specific words

• Relational words

• Specific duration words

• Special days

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Examples of Time Activities

Naturalistic Activities

• Young children need predictable and regular routines

• They learn about time first through a sense of sequence and duration of events

• They begin to react to cues in the environ-ment and then learn time words

Informal Activities

• Capitalize on the child’s effort to gain a sense of time and time sequence

• Use time words

• Listen to the child when he tries to use his own time ideas and expand on his words

• Model time-related behavior

Adult Guided Activities

• Sequence patterns with beads, blocks, and other materials: what’s next?

• Sequence stories: what happens next?

• Count the days until the bean seed sprouts

• Use a minute timer to indicate when the activity will change or how much time remains

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Assessment and Evaluation

• Does the child use time language?• Does the child remember the sequence of events at

school and home?• Can the child wait for one thing to finish before

going on to the next?• Is the child able to order things in sequence?• Does the child talk about future and past events?• How does the child use the calendar?• How does the child use the clock?• Can the child sequence stories in a logical order?

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Social Studies: History

EDU 251

Social Studies

• is the study of how people relate to one another, their environment and to the world they live in.

• It draws from many diverse disciplines:– Geography– History– Economics– Sociology– Cultural studies

Four themes for children’s experiences in Social Studies

• based on the National Council for the Social Studies themes:

• Time, Continuity and Change

• People, Places and the Environment

• Production, Distribution and Consumption

• Civic Ideals and Practices

Concepts

• Teaching social studies concepts focuses on teaching for concept formation.

• Firsthand experiences in the classroom, at home, and in the community form the foundation for children’s learning.

History

• Young children have a limited sense of time.

• They cannot learn the abstract concepts involved in conventional time and the past.

• Children are interested in the past—especially their own.

Key Concepts

• Time and the passage of time can be measured

• There is a difference between past, present and future time

• As time passes, changes occur

Objectives

• Children will begin to measure time using arbitrary and conventional measures.

• Children will distinguish between present, past and future.

• Children will observe and record change.

Activities

• Measuring the Passage of Time– Establish routines– Mark special days – Measure time with arbitrary units (4-5 year

olds)

Activities

• Learning about the Past, Present and Future– Talk about the passage of time– Take photos– Use time words– Read books

• Morning, Noon, and Night by Jean Craighead George• The Grouchy Ladybug by Eric Carle • Narrative Stories such as

– The Three Pigs– The Little Red Hen

Activities

• Recording Changes that Occur with the Passage of Time– Changes in themselves– Changes in their families– Changes in the Classroom and the

Neighborhood

Books