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Now would possibly be the only position perceived with any degree of
certainty.Pastorfuturewouldhavenorealmeaning,eitherinrelationto
now or to each other. The student with a time problem seems to be
waitingimpatientlyforsomethingimportanttohappen,howeverhehas
alimitedideaofwhenthateventwilleventuate.Hecannotanticipateor
plan.Orderorsequenceofeventswouldhavelimitedmeaning,therefore
anyactivityinvolving:
Dothis,thenthis,thenthat;ishardtograsp.
The development of time experience and concepts
of time in children.
Thedevelopmentoftimeappreciationisasimportantasthe
visualspatialdevelopment.
Infantsearliestwordsrefertothepresent,
theyappreciatethemeaningofnow.
About 18 months the child lives in the immediate present, he/she has
little sense of the past and future. He is unable to wait. He is interested
onlyinnow.Hegetsfrustratedifhiswishesarenotfulfillednow,hecan
notwait,becausehecannotanticipate.
At about 2122 months the child still lives in now, although he is
starting to project into the very near future. He hears the microwave
oven,orthetinklinga spooninaglassandstopscrying,anticipatingthe
arrivalohhisfood.
At 24 months the child will respond to words wait, soon... He starts to
usefewpasttensewordsasfinished...Hecanunderstandsimplefewstep
sentences,SithereandIwillgettheball...orWaithere,Illgoinandget
thedrinkbottleforyou.
At 30 months the child seems to understand morning, afterkindy, when
dadcomeshome,aftersleep,etc.Thereislittleunderstandingtheconcept
ofthepast.Thechildisabletowaitforeventstohappen,heislearningto
anticipate.Theconceptofthepastexperienceisslowertodevelop.What
isfinishedisgone,forgotten.
Atabout36months,theconceptofthepastisslowlyappearing,butthe
nowisstillstrongandtheconceptofnearfutureisbecomingpartofhis
daily expectations. There are time words in his vocabulary, lunch time,
play time... He can understand 23 step instructions. He can ask and
answerquestionsWhen...?
After the age of 3 concepts of past, present and future are usually well
developed, even though the answers about time are not yet precise. A
child will say that something happened yesterday when it actually
happenedaweekago.
At4yearsthepast,presentandfutureareusedfrequently.Thechildhas
quiteareasonableunderstandingofwheneventsofthedaytakeplacein
relationtooneanother.
At7yearsthechildcantellwhatdayitis,cannamethedays,canname
partsoftheday,andhestartstohavethefeelingfortheduration.
Temporal(time)sequenceisimportantinallperceptionandspeciallyfor
auditory perception. the listener has to match the temporal sequence of
thesoundshittingtheeardrumswithhisownlanguageimages.
Eachchildshouldhave:
Aonecalendarforeverydayuse
Diary for school to enter important upcoming events and deadlines
forprojectsandhomeworkactivities
A chart calendar (a simple planner), where all 12 months are
displayednexttoeachother,sothestudentscanseethewholeyearas
a complete system. At the end of each month a full month will be
crossed.Mayhasgone.
Familiarise the students with the fact that the calendar has 12 pages,
eachpagestandsfor1month.
Numberthepageswithbigclearnumbers,sothestudentwillrelatethe
monthtotheordinalnumberofthemonth.
Point out the present month (circle, colour, mark). Learn all about the
presentmonth.Howmanydaysinthemonth?Whatdayisnumber1in
themonth?Arethereanyholidays?When?Howaretheymarked?What
isthenumberofthelastday?Etc
Thechildhastocrossouteachdayinthemorningorbeforebedtime.
Talkwithyourchildabouttoday:
a) theday(name)
b) themonth
c) thedate(number)
d) whatistheweatherlike/cold/hot//sunny/cloudy/wet/etc
e) whatarethemainactivitiesorsubjectstoday
f) specialeventifany(sport,excursionsetc)
g) whatarewegoingtodoafterschooletc
Attheendofthemonthtearoffthesheetandthrowitinthebinorcross
thepageandturnovertothenextmonth.Themonthhasgone.
Mark holidays, birthdays, excursions, parties for current month on all
calendars.
Asthechildcrossesouteachpassingdayhewilllookforwardtothenext
day,nextmonth,nextevent.
Theywilllearntheconceptoftoday,tomorrowandyesterday.
Time and Behaviour Jays Education
9
Time and Behaviour Jays Education
10
The child will learn and understand the cyclic system of our calendar.
Thelinearsuccession,thepresent,futuretimes,therepetitionofthetime
units the days, weeks, months, years. When one unit finishes another
onebegins.Everythinghasitsstart,progressionandfinish.Everythingis
cyclic,everythingrepeatsitself.Eachdaystartsandfinishes.Eachweek
startsandfinishes,eachmonth,eachyear,eachdecade,eachcentury.
Each word starts and finishes, each sentence starts and finishes so does
eachparagraph,chapter,booketc.
Eacheventstartsandfinishes.
How to choose a calendar.
The best time to buy a calendar is after Christmas. There are a lot of
calendarsonoffer,andofcourse,theyaremuchcheaperduringtheafter
Christmassales.Pickacalendarwithnicepicturesforeachmonth.
Thenamesofdaysshouldbeprintedinfull(SundaynotSun,Mondaynot
Mon etc). The days have to benumbered from 1 to the last number (28,
29,30,31).Somecalendarshavenospaceforthelastnumbersandprint
thematthebeginningofthemonthandthatmaybeveryconfusing.
The spaces for each day have to be large enough to fit some of your
writtennotes(suchasMumsbirthday,orWetandWild,bowling,Johns
partyetc).
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Time and Behaviour Jays Education
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Time and Behaviour Jays Education
12
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Time and Behaviour Jays Education
11
Time and Behaviour Jays Education
14
Strategies for calendar pages activities.
Forchartcalendars
Numberthedaysofeachmonth:
a) inorderastheycome
b) all days on the first day of the month or the day before the start
ofthemonth
c) numberthedaysforeachmonthatthestartoftheyear.
Forallcalendars
Colourcodetheseasons.
Colourormarkthepublicholidaysandtheschoolholidays.
Markbirthdays,sportsdays,Fete,majorexcursionsetc...
MarktheendoftheSchoolYear.
Workouthowmanydaysarethereinayear.
Colour,crossofforcirclethedaysonebyoneastheypassby.
Crosseachmonthonthelastday.
Count and discuss the number of holidays. How many days, how many
weeks.Findoutthefirstdayandthelastdayofholidays.
Watchforbirthdays,fete,dances,excursionsetc.
Takenoticeoftheseasons.
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Time and Behaviour Jays Education
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Time and Behaviour Jays Education
16
1. ____________________
2. ____________________
3. ____________________
4. ____________________
5. ____________________
6. ____________________
7. ____________________
8. ____________________
9. ____________________
10. ____________________
11. ____________________
12. ____________________
Put the months in order.
September, July January, April, December,
February, March, August, October, June,
November, May
Time and Behaviour Jays Education
17
Time and Behaviour Jays Education
18
Seasons of the Year
Name the 12 months.
Name the correct
seasons.
1
2
3
4
5
6
7
8
9
10
11
12
Mark the holidays.
Colour code the
seasons.
There are two main strategies how to learn and remember
the number of days in a month.
1 Learn to say:
30 days has September, April, June and November.
All the rest have 31, except February, which has 28 days clear
and 29 each leap year.
2 Use your hands as a tool.
Put your fists on the table (knuckles up) and recite the names of
months touching the ridges and valleys between the knuckles on
your fists. Count the ridges as 31 days and valleys as 30 (28) days.
ridge
ridge
valley
January 31
March 31
May 31
July 31 August 31
October 31
December 31
February 28/29
April 30
June 30
September 30
November 30
Learn how many days are in each month.
Time and Behaviour Jays Education
19
January ends on the ....... (enter a number)
What day is it? ................................. (name the day)
1
st
of February starts on ................................. (name the day)
February ends on the ....... (enter a number)
What day is it? ................................. (name the day)
1
st
of March starts on ................................. (name the day)
March ends on the ....... (enter a number)
What day is it? ................................. (name the day)
1
st
of April starts on ................................. (name the day)
April ends on the ....... (enter a number)
What day is it? ................................. (name the day)
1
st
of May starts on ................................. (name the day)
May ends on the ....... (enter a number)
What day is it? ................................. (name the day)
1
st
of June starts on ................................. (name the day)
June ends on the ....... (enter a number)
What day is it? ................................. (name the day)
Time and Behaviour Jays Education
20
Calendar worksheet activities.
1
st
of July starts on ................................. (name the day)
July ends on the ....... (enter a number)
What day is it? ................................. (name the day)
1
st
of August starts on ................................. (name the day)
August ends on the ....... (enter a number)
What day is it? ................................. (name the day)
1
st
of September starts on ................................. (name the day)
September ends on the ....... (enter a number)
What day is it? ................................. (name the day)
1
st
of September starts on ................................. (name the day)
September ends on the ....... (enter a number)
What day is it? ................................. (name the day)
1
st
of October starts on ................................. (name the day)
May October on the ....... (enter a number)
What day is it? ................................. (name the day)
1
st
of November starts on ................................. (name the day)
November ends on the ....... (enter a number)
What day is it? ................................. (name the day)
1
st
of December starts on ................................. (name the day)
December ends on the ....... (enter a number)
What day is it? ................................. (name the day)
Time and Behaviour Jays Education
21
Time and Behaviour Jays Education
22
January ends on the .......
What day is it? .................................
1
st
of February starts on .................................
February ends on the .......
What day is it? .................................
1
st
of March starts on .................................
March ends on the .......
What day is it? .................................
1
st
of April starts on .................................
April ends on the .......
What day is it? .................................
1
st
of May starts on .................................
May ends on the .......
What day is it? .................................
1
st
of June starts on .................................
June ends on the .......
What day is it? .................................
1
st
of July starts on .................................
July ends on the .......
What day is it? .................................
1
st
of August starts on .................................
August ends on the .......
What day is it? .................................
1
st
of September starts on .................................
September ends on the .......
What day is it? .................................
1
st
of September starts on .................................
September ends on the .......
What day is it? .................................
1
st
of October starts on .................................
May October on the .......
What day is it? .................................
1
st
of November starts on .................................
November ends on the .......
What day is it? .................................
1
st
of December starts on .................................
December ends on the .......
What day is it? .................................
Time and Behaviour Jays Education
23
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12 Months 4 Seasons
Colour each season a different colour.
The year is divided into 12 months.
3 months represent a season.
There are 4 seasons, each consisting of 3 months.
Time and Behaviour Jays Education
24
Colour each season a different colour.
The year is divided into 12 months.
3 months represent a season.
There are 4 seasons, each consisting of 3 months.
12 Months 4 Seasons
Complete the year chart. If in doubt see pages 24 and 26.
Time and Behaviour Jays Education
25
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12 Months 4 Seasons (Northern Hemisphere)
Colour each season a different colour.
The year is divided into 12 months.
3 months represent a season.
There are 4 seasons, each consisting of 3 months.
Time and Behaviour Jays Education
26
The Concept of Time
Timeisanintegralpartofourliving.Childrenasyoungas4learnatwhat
timeregularactivitiesoccur.Thetimetermsusedareatfirstdescriptive
orpartofadescribedsequenceofactivities.A6yearsoldchildisableto
tell the time by the clock, at first only the o'clock times, later the half
hoursandthenquarterhours.
Inthepastchildrenlearnedtojudgetimeintervalsbyusingtheanalogue
clock. By observing the movements and position of the hands on the
clock, they developed the sense of time and the feeling of passing time.
Itisimportanttofamiliarizethechildwiththepassingtime.Apraxicand
dyslexicchildrendonthavethefeelingforthepassageoftime.5minutes
or 5 hours is the same. As they live in now, they dont anticipate what
and when things happen. They cant wait, they want everything now.
They get anxious when we say later, as they dont understand what
latermeans.Theyoftenmisinterpretlaterasanexcuseforavoidance.
The child has to develop an understanding of the passage of time, its
measurement and representation. A child has to learn to sequence,
compare,orderandmeasurethedurationofevents.
Itisimportanttofamiliarizethechildwiththepassingtime.Apraxicand
dyslexicchildrendonthavethefeelingforthepassageoftime.5minutes
or 5 hours is the same. As they live in now, they dont anticipate what
and when things happen. They cant wait, they want everything now.
They get anxious when we say later, as they dont understand what
latermeans.Theyoftenmisinterpretlaterasanexcuseforavoidance.
The child has to develop an understanding of the passage of time, its
measurement and representation. A child has to learn to sequence,
compare,orderandmeasurethedurationofevents.
It is best if the child does not repeat the sametask immediately afterhe
hadjustfinishedit.Evenifitseemstobejusttherightthingtodototry
again the concept or skill. But repeating wouldnt serve the purpose at
all.Everytaskhasitsbeginninganditsend.
Time and Behaviour Jays Education
43
A. Jean Ayres PhD, Sensory Integration and the Child, Western Psychological
Services 1980
Richard Restak, The Brain, MD Bantam Books 1984
A. R. Luria, The Working Brain, Penguin 1973
Betty Ewards, Drawing on the Right side of the Brain, 1979
George A. Talland, Disorder of Memory and Learning, Penguin 1968
Piages Theory, Logical Thinking, edited by Irving Siegel and Frank H. Hooper
RESOURCES
Time and Behaviour Jays Education
IV
APRAXIA AN UNRECOGNISED BARRIER TO ALL LEARNING
The writer has been deeply involved in the investigation of the learning char-
acteristics of students with special needs and has come to the belief that
apraxia is just as much a barrier to a planned learning of social behaviour as it
is a barrier to learning to communicate, to read or write.
In all 40 years of studying, teaching, designing and implementing programs for
the improvement of learning strategies for children and adults with mild, mod-
erate and severe learning disabilities. The writer had seen a consistent pattern
emerging: Developmental apraxia is the common denominator for many se-
vere learning problems.
Developmental Apraxia is defined as a disorder of sensory integration and
central organisation interfering with the ability to plan and execute skilled or
non-habitual motor tasks. Although the person may have adequate compre-
hension, sensory and motor function, he may demonstrate difficulty in per-
formance. The dysfunction is characterized by clumsiness in motor activity
tasks, reduced quality of oral motor proficiency, inadequate extra ocular con-
trol. Skill development is slower than age expectation, but the child is able to
learn splinter skills. Dressing, constructive manipulation, drawing, cutting,
pasting, assembling and learning to write are difficult for an apraxic child.
There are many clues and patterns in childrens performance suggesting specific dys-
functions, such as apraxia. If we can read these clues, than we will be able to use them
as a basis to design and implement a program to overcome at least some of the barri-
ers that make any learning so difficult.
Jays Education
IBN 1 876578 74 2
Published by Jays Education in Brisbane 2003
info@jayseducation.com
www.jayseducation.com
www.jayseducation.com
Repr oduci bl e Books or pr i nt abl e CDs and Downl oads
Numeracy
Basic Number Concepts
Count and Write
Find the Missing Number
Starting to Add
Mental Computation Addition to 10
Subtraction Concept of 10
The Concept of 20
Money in Coins
The Concept of Money - Coins
What Time Is It?
Multiples of 2 & 20
Concept of 100 Multiples of 10 & 5
Multiply 2, 3, 4, 5
Fractions 2
Fractions 3
Fractions 4
All about Angles "A"
All about Angles "B"
Angles in Triangles
Simple Steps to Algebra
The Four Operations
J a y s Education
Visual Literacy (Pre-Writing)
Time and Behaviour
Basic Pencil Skills
More Pencil Skills
Reading Readiness
Drawing Workshop -
Learn to Draw in Few Steps
Get Smart With Art
Draw and Talk
ISBN 978-1-921622-52-6
*hIB9C1|WSSVSw
Literacy
Reading Readiness
Teaching Reading
Let's Start Read and Write
Using Phonics
Read About Write About Dotty
Read About Write About Spotty
Adventures with Dotty and Spotty
Magic e
Sounds are Simple
Spell Well to Excel
English for Everyone
LUK Self Checking System
Find the Missing Number
Addition level 1
Addition level 2
Subtraction level 1
Multiplication level 1
DIVISION Halves and Quarters
Concept of Money
Fractions
Let's Practice Subtractions
Tens and Ones - Focus on Money
Reading & Spelling Essentials
LUK Control Box
Mini LUK Self Checking System
Counting Money
Get Ready for Problem Solving
Multiplication Activities
Angles in Triangles
All About Angles
Early Reading Intervention
Reading Intervention
Reading and Spelling Short Words
Reading for Meaning
Reading and Spelling Patterns
Mini LUK Control Box