The process of becoming time-conscious is an important aspect of cognitive development, and it helps in the easy transition to the structured kindergarten day. To a young kid, this does not imply that they learn to read a clock, but rather to know what it means to go in order, the length of time and what to expect and when. Development of this temporal awareness by routine and visual aids assists the child to feel safe, cope during transition times, and observe daily routines. This deliberate attention is correlated with the Elizabeth Fraley Kinder Ready philosophy that prioritizes predictability and executive function as the foundations of school preparedness. To the families, the awareness of the time at home imparts a smooth transition to the formal setting of Kinder Ready Tutoring, helping the overall objectives of Kinder Ready Elizabeth Fraley.
The best method of developing time awareness is by following a routine that is predictable. Sequencing is taught using clear language in reference to the sequence of events in the day, i.e., first we eat breakfast, then we get dressed, then we brush our teeth. The regular routines in the morning and at bedtime are considered reliable frameworks that allow children to know what will follow, which reduces anxiety in relation to transitioning. This focus on routine as an element of safety and education forms an aspect of the Elizabeth Fraley Kinder Ready model of building confident and flexible learners.
An abstract idea of time cannot be brought to reality without the help of visual tools. A child can see his day with the help of a picture schedule that has drawings or photos of everyday activities. A visual timer that is used to perform certain tasks, such as clean-up or screen time, helps a child grasp the time span of a small amount. These tools enable children to foresee changes and be able to self-manage their own time within a predetermined limit. This self-management practice is so highly valued in the Kinder Ready Elizabeth Fraley methodology and applied directly in adherence to classroom schedules.
Moreover, the use of time language in daily dialogues develops words and knowledge. Combine language with time by using such phrases as in a minute, after lunch, or before we go outside. Performing songs on the days of the week or seasons brings in larger periods of time. The process of purposeful vocabulary building is a major element in the Elizabeth Fraley Kinder Ready model of holistic language and intellectual development.
Learning to be time-conscious also means learning to wait and have patience, which are the immediate applications of the concept of duration. The impulse control required in a group setting is developed by simple measures such as making a child wait a few moments before a turn is taken in a game or assisting the child to count the last five minutes of game play. These skills are best practiced in the supportive nature of Kinder Ready Tutoring since the children are involved in activities that involve taking turns and adhering to a schedule of activities of a lesson, which projects the Kinder Ready Elizabeth Fraley philosophy of holistic development.
Families develop an internal clock and organizational behavior in a child by bringing the concept of awareness of time to their daily lives in routine, via visual, and easily understandable language. Executive functions that are well-organized to strengthen through Kinder Ready Tutoring are the ability to anticipate, sequence, and wait.
For further details on Kinder Ready’s programs, visit their website: https://www.kinderready.com/.
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