“If we look at the development of children’s understanding of time, there is little evidence that calendar activities that mark extended periods of time (a month, a week) are meaningful for children below first grade” – (Friedman, 2000). – taken from the article “Good intentions gone awry” by Sallee J. Beneke, Michaelene M. Ostrosky, and Lilian G. Katz.
As early years educators, having a calendar in the classroom and starting the day with looking at the date and it’s place in the month and year is a regular occurrence across Ontario. However, is this developmentally appropriate practice for Kindergarten-aged students? The authors of the article, “Calendar Time: Good Intentions Gone Awry” argue that it is not.
“Young children can talk about things that have happened or will happen, but they cannot yet understand or talk about these events in terms of units of time (days, weeks) or sequence.” (Beneke, Ostrosky, Katz, 2008).
This rich article outlines the research behind developmentally appropriate practice in the early years with regards to time and sequence, offering many meaningful opportunities for children to engage with these concepts.
Have a read!