Time and Behaviour

Publisher JAYS' EDUCATION
704 Old Cleveland Rd East

Wellington Point Queensland 4160
phone 07 3822 1813
www.jayseducation.com
info@jayseducation.com

TIME AND BEHAVIOUR, A practical guide to develop time awareness.

Author Hana Jay

Cover design Dana Sundgren

Computer compilation and graphics Tom Jay

1
st
edition (September 2011)

Jays Education
ISBN 978-1-921622-52-6

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CONTENTS
Contents
Author
Time
Awareness has an extension and duration in time.
Linear Succession - Sequencing - Time Line
Awareness of time and anticipation.
The development of time experience and concepts of time in children.
Unit of Time
Time Disorientation
Do not forget numbers!
Using calendars.
How to choose a calendar.
Calendar templates
Strategies for calendar pages activities.
Calendar overview templates.
Month and Seasons worksheets
Learn how many days are in each month.
Calendar worksheet activities.
12 Months 4 Seasons worksheets
The Concept of Time
Mark the passing time; work sheet procedures.
Passing Time worksheets
Practical application of passing time worksheets.
Resources

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III
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IV
Time and Behaviour Jays Education

II
The Author
Hana Jay (pen name Johana Meyer) Diploma of Early Childhood Education, Diploma of
Education Sydney, Bachelor of Pedagogy, Defectology, Special Education, Charles University Prague

Hana has enjoyed a distinguished career, filled number of different positions, studied
extensively. In her younger years she lived and was educated in Czechoslovakia. From
1970 she worked in the Public Education system in Sydney NSW. In her later years she
has moved to Queensland and again joined the Public Education system as well as the
Private Sector.
To appreciate Hanas vast experience and expertise we have listed some of Hanas
areas of studies and qualifications, positions she held and academic achievements.
Hana Jays professional life spans more than 50 years and she is still active as an
educator as well as a writer.
EDUCATION (only some listed )
Institute of Pedagogy (Jablonec Czech Republic), qualified as teacher
Charles University Prague, majored in Logopedy, specialised in speech and
language disorders, aphasia, apraxia, autism, dyspraxia, dyslexia and hearing
impairments.
Institute of Pedagogy (Usti nad Labem Czech Republic ) majored in Language
Systems, pedagogy, studied phonology and philosophy

POSITIONS HELD (only some listed )
Head Mistress Kindergarten (Czech Republic)
Speech Therapist (Logopedic Clinic Czech Republic)
Primary School teacher for the deaf (Czech Republic)
High School Teacher (Czech Republic)
Assistant Principal (Special School Sydney)
Head of Evening College for LD students (pool: Sydney Metropolitan area, location:
Lindfield NSW)
Permanent Member of ESL Curriculum Board (NSW)
Coordinator for integration of LD students into the education system (South and
North Sydney Metropolitan areas)
Lecturer for Educ. Dep. NSW (part time) [topics: Speech & Language, Reading,
Writing, Mathematics, Perceptual Motor Development and Special Programs]
Lecturer (part time) for Nepean University, Kurringai Teachers College, University of
Newcastle (all NSW)
Diagnostic Specialist and tutor of Special Needs (Wellington Point Qld) [active]

ACHIEVEMENTS (only some listed )
Founded Special Kindergarten (1965) for speech and language impaired children
and designed programs for speech and language impaired children.
Co-founded and managed Learning Centre for Children with Learning Difficulties
and devised a teaching program for them. (Part of Cromehurst School Lindfield
NSW.)
Designed teaching aids, made and distributed commercially by Child Oriented
Design and Playways (NSW)
Published many educational titles. Publishers: User Friendly (New Zealand),
Knowledge Books (Broadbeach Qld), Jays Education (Wellington Point Qld )
Reading Failure Can Be Prevented Jays Education

III
TIME
Awareness has an extension and duration in time.
Awarenesshasanextensionanddurationintime.Pastandfuture,being
near or remote, seem to be an important aspect of our knowledge of
present.Awareness,therefore,istimeoccupying.
The minimal and maximal limits of time span of awareness differ. A
rhythm disappears when the interval between sounds is as long as 2
seconds. The maximum limit claimed for the temporal duration of
awarenessvariesfrom2to12seconds.
Special condition can raise or lower the time span. Anxiety impairs the
processinvolved.
The lower limit of a time span is very small. For sounds 0.2 to 0.06
seconds,fortouch0.027seconds,forlight0.043seconds.Themeasured
interval between successive lights that flicker is known as the critical
flicker fusion interval. If the successive stimuli are different sensory
modalities the threshold tends to increase, as we can not attend to 2
senseimpressionsatthesametime.
Contextual time span: how many digits, read out consecutively, can be
accuratelyrepeated?Thistaskhasbeenusedinintelligencetests.Achild
between 23 years should be able to repeat 2 digits, 4 years old 3
digits,5yearsold4digits,and7yearsold5digits.
Using Wechsler Intelligence scale it is common to find a low attention
span in anxious individuals. Anxiety seems to impair the process
involved. It is apparent that hearing is the main sense modality in the
perceptionofchangeandtime.
Hearinglocatesstimuliinspaceveryvaguely,butitlocatesthemwithan
excellentprecisionintime.Hearingisthemainsensewhichappreciates

1
ThemeaningofthewordTimeasintheOxford
Dictionary:
Alltheyearsofthepast,presentandfuture.
Thepassingofdays,months,years,seasons.
Aportionoftimeassociatedwithcertainevents,conditionsor
experiences.
Apartitionoftimebetweentwopoints,thepointorperiod
allotted,availableorsuitableforsomething.
Thepointoftimewhensomethingmustoccurorend.
Anoccasionorinstance.
Apointoftimestatedinhoursandminutesoftheday.

2
timesuccession,rhythmandtempo.(Fraisse,Guyau1902)The amount of
timefelttoelapseisdependentontheactivitiesandmoodatthetimeof
themeasuredinterval. Itseemsto relatetofilledtimeand unfilledtime.
Filled time appears tobe shorter then unfilled time. The motivationand
expectancyarealsoimportant
In abnormal conditions (neurosis, depressions, schizophrenia etc)
markeddisturbanceshavebeenreported.
If3digitsarepresentedvisuallyatthesametimeas3othersarespoken,
theindividualcanreproducethesedigitsbyrepeatingtheauditoryseries
afterthevisualseries.Thisdelayinrecallrequiresastoragesystem.
Inmentalillnessmemoryfortimeisoftenmoreseriouslydisturbedthen
memory for events. They could have happened 5 minutes ago. The
judgementofshorterintervalsislessaffected.

Reference:
Time,ExperienceandBehaviour,J.E.Orme,IliffeBooksLtd,London1969
Linear Succession Sequencing - Time Line
Justnowyouareinthepresent,butyoucanprojectyourselftothefuture
orretraceyourstepstothepastandrecallpastexperiences.
ImagineTimeasakindofaline,apathoraroad.Nowyouaresittingin
themiddleoftheroad.
Doyouknowwhereyouare?
Doyouknowwhatareyoudoingthere?
Whatwillyoudonext?
Areyougoingbackandretraceyoursteps?
Whatdoyouwanttodo?
Wheredoyouwanttogo?
Whydoyouwanttogothere?
Whatwillyoudowhenyougetthere?
Thethinkingaboutwhatareyougoingtodoandwhatstepsyouhaveto
taketorealiseyourplaniscalledmotorplanning(orrealisticallyaction
planning).
It is a process of looking ahead, of visualising what we can expect from
going on. Will it be pleasant, unpleasant, traumatic perhaps, healing? Do
wereallywanttogo?Itisaprocessofanticipation.IfIdothis,thenthat
will happen. Anticipation is often scary, the next step could be tricky or
risky.Wehavechoices.Wecanstayputwherewearenowandnotmove
aninchorwetaketheriskandmakethenextstep.
Wecanwithdrawfromthinkingahead,fromtakingthatnextstepanddo
nothing. We can go back and live in the past. We cant actually go
physically back, but we can cast our mind that one step back and live in
memories. But the memories have to be powerful and pleasant and we
have to have the visual ability to recall past experiences clearly enough
torelivethem.
Our concept of time is linear. The passing of the years, months, weeks,
days,hoursisfrequentlyrepresentedbyusingaTimeLine.
Ourawarenessofpasttimeandthetimeweareatnowmaybechartedonthe
TimeLine.
Tomorrowisjustananticipation.
Present Past Future
Present Born Tomorrow???

3

4
Awareness of time and anticipation.
Wecanprojectourselvesintothefuturewithsomeexpectationsthatour
projectionisaccurate.Ifyouareasked:
Whatwillyoubedoingthistimetomorrow?
Youcouldprojectyourselfintothatexpectedsituation.
Ifyouareasked:
Whatwillyouhaveforlunchtomorrow?
You may visualise appropriate sensory images of that situation using
pastexperiences.
Thisprocessofprojectiondependsonaproperappreciationofadefinite
point of time, now. It further depends upon being able to place that
point in other positions on the line and to be able to recreate the
conditions,whichprevailedatthetime.
Anticipation, forward planning and recall are all parts of the time
(temporal)concept.
We are aware that time extends backwards to periods
before our birth. The existence of our parents and their
parents is in our society depicted as a sequence of events
along the line of time. The passing of time is considered to
be linear. Similarly we see our future, and the future of
subsequent generations as stretching ahead along the line
of time or road, well beyond the point in time of our
personaltimeline.
Itisverydifferentforapersonwhodoesnothavea
conceptoftime.
Languageisimportantinenablingachildtodealwithmatterbeyondthe
here and now. The relationship of language development to the
appreciation of time is very important. An awareness of time makes
possiblethedevelopmentofsymbolicprocessesinwhichlanguageplays
an important part. The development of the calendar system makes
planningpossible.
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.

5
Unit of Time

6
Thespeechsoundscouldbecontinuesorseparatedbyothersounds.The
phonemes(thespeechsounds)couldsometimesbereproducedcorrectly
butrearrangedintimeleadingtoabnormallanguagedevelopment.
Inability to inhibit behaviour is related to reduced future time
perspectiveandtotimeestimate.
Children with learning difficulties are inconsistent in time estimation,
theyshowatimedisorganisation,theyarepoorlyorientedwithregardto
time.
Any section of time, as we conceptualise it, can be divided into regular
units. Using naturally observed phenomena, we can divide our year into
seasons,intomonths,intoweeks,intodays,intodaylightanddarketc.
Usingbodysensationswecanfeeltheunitoftime,whichiscommenced
with a meal and which, because of increasing abdominal sensation, is
terminatedbyanothermeal.
We are also aware of other physiological rhythms, from such obvious
examples as menstruation to more obscure biorhythms. There are also
extensive visual and other sensory clues of time factors, Night and Day,
signs of seasonal changes and weather characteristics become the
punctuationmarks,thesignificantpointsintime.
We have created some measures of units of time such as years, months,
days,hours,minutes,secondsandvariousothersubdivisions.
We tend to project events into the future and the past in
terms of these various units of durations. The child who is
promised something in four days time, unless he has
acquired some feeling of duration and of the units we call
days, he has no way of appreciating how long he has to
wait. All the specific language clues we apply to this factor
has limited meaning if the underlying concepts are not
established.Termsofrelativetimesuchassoon,later,little
while, long time, before/after, between etc. are
superimposed upon an established system, as are the
specifictermsofminute,day,week,month,birthdayetc.
Viewedasawhole,timeisconsideredasasystem,whichisbuiltaround
sequence and order, and it is in this form that it has become one of the
fundamental foundations of many of systems, which are used in
education,industryandtheorganisationofourcomplexsociety.
NOW
0 1 2 3 4 5 6 7 8 9 10 . . .

Think of a child commencing school who has a well developed linear
system. A teacher introduces him to series of regularly sequenced
symbols numbers. He has only to superimpose the new symbols,
numbers,tothepreexistingsystem,andhecanproceedwithallthebasic
numberprocesses.
Nowthinkofachildwithnopreexistinglinearsystem.Heisconfronted
withasetofunreal,unrelatedsymbols(numbers,alphabet),whichhave
tobemanipulatedaccordingtoavarietyofinflexiblerules,whichdonot
seemtoberelatedtoanyobservablerealsystem.
Time Disorientation
Time disorientation is associated with emotional instability. A
correlation between psychiatric disorder and time disorientation have
beenreportedintheliterature.(J.E.Orme1969)
Imagine the feeling of insecurity which would occur if one was virtually
lostintime,memorieswouldbeconfused,futureplanningdifficultandin
factnoclearanticipationofwhatcomesnextwouldbepossible.
Predictabilityisfundamentaltoemotionalsecurity.
All the consequences of insecurity can accompany time concept
inadequacy. Attentionseeking behaviour and reluctance to move ahead
into new or unfamiliar activity can be part of the insecurity, which is a
secondary emotional response to a primary disability. Severe secondary
emotional reaction can result in behaviour at either end of the range
fromhyperactivitytohypoactivity.
In some cases children with severe time loss

have been observed to withdraw into a status
whereonefeelsthattheyaresocutoffthatthey
havenoawarenessoftheirenvironmentatall.

7
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
a b c d e f g h i j k l m n p P q r s t

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1 2 3 4 5 6 7 8 9 10
1 ten 2 tens 3 tens 4 tens 5 tens 6 tens 7 tens 8 tens
Do not forget numbers!
Numbers are an important stepping stone for any activity.
Countingisanimportantstepinchildsdevelopment.
Donotneglectnumbers!Thereareonly10numbersto
learnincomparisonto28letters.Anumberisconstant,2is
alwaystwo,3isalwaysthree,wherealettercanhave
differentsoundsandmoremeanings.Startreading
interventionwithnumbersasournumbersystemsetsout
orderandsequence.
Our number concept is based entirely on a linear number line. It is a
perfectsequentialsystem.Eachunitispartofanotherunit.
Counting means arranging numbers in a set order. In counting, each
numberisonemorethanthepreviousone.
Our numeration system has only 10 symbols (numbers). With these 10
symbolswecanrepresentanynumber.Thesystemisbasedon10.Tenis
thebasicunitofthesystem,calledthedecimalsystem.
Thedecimalsystemrepresentsnumbersintermsofgroupsof10.
Any number of objects can be put in groups of 10, meaning counting
from1to10repeatedly.10onesmakeasetof10,10tensmakeupaset
ofa100.
Anynumberofsetsof10canbegroupedtogetherandeithercountedby
tensorregroupthemin100andcountthehundreds,tensandones.
Numberoneisanimportantsteppingstonetostartfrominanyactivity.
The numbers will serve as markers for any activity needing boundaries
andpointstoworkaround.
Thestudentsarereadyforclocks,calendars,timechartsetc.
Using calendars.
Weallorganiseourlivesaroundthemonthsanddayseachyear.Weplan
our activities, holidays and celebrations ahead, we check and make sure
thatwedontmissanimportantdate,abirthday,anappointment,avisit,
acampingholidayormissaplane.
To be able to plan and stick to our time table we have to have our own
workingcalendarandourowneasytofollowdiary.
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.

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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).
The best time to start using the calendar is the 1

st
of January. Of course,
when you buy the calendar later, you have to start at a later date. Find
outwhichisyourstartingdate.
Find the month, the date and make a big circle around that day. That is
thestartingpoint.Crossoutallthedaysprior (before)thatdayasthose
daysarealreadygone.
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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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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

17

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.

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)

1
st
of March starts on ................................. (name the day)
March ends on the ....... (enter a number)

1
st
of April starts on ................................. (name the day)
April ends on the ....... (enter a number)

1
st
of May starts on ................................. (name the day)
May ends on the ....... (enter a number)

1
st
of June starts on ................................. (name the day)
June ends on the ....... (enter a number)

20
Calendar worksheet activities.

1
st
of July starts on ................................. (name the day)
July ends on the ....... (enter a number)

1
st
of August starts on ................................. (name the day)
August ends on the ....... (enter a number)

1
st
of September starts on ................................. (name the day)
September ends on the ....... (enter a number)

1
st
of September starts on ................................. (name the day)
September ends on the ....... (enter a number)

1
st
of October starts on ................................. (name the day)
May October on the ....... (enter a number)

1
st
of November starts on ................................. (name the day)
November ends on the ....... (enter a number)
1
st
of December starts on ................................. (name the day)
December ends on the ....... (enter a number)


21

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? .................................


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.

24
12 Months 4 Seasons
Complete the year chart. If in doubt see pages 24 and 26.

25
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12 Months 4 Seasons (Northern Hemisphere)

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.
It is difficult to learn, feel and experience duration from reading and

observingadigitalclock.Tounderstandthe digitalsystemthechildhas
to master the concept of tens and ones. There is nothing to focus on,
nothingtofollowandobserve.
There is no starting point, no sequential visual movement of the hands,
no visible measurable time span. There is no way to judge, estimate,
measureorcounttheminutestothefinalpointintime.
The analogueclock with its two hands is a very logical mathematical
measuring device. By watching the hands moving around the clock, it is
possibletojudge,countorestimatethetimegoneandthetimetogo.itis
fairly easy to plan the length of an activity, the time needed to get to a
bus, to play, to leave to be at home on time using the analogue clock.
In this day and age it is important to learn to understand both systems,

theanalogueandthedigital!
Analogue clocks are very important for the development

ofthetimeconcept.
Theyareamustforchildrenwithlearningdifficulties.

27
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.
It is difficult to learn, feel and experience duration from reading and

observingadigitalclock.Tounderstandthe digitalsystemthechildhas
to master the concept of tens and ones. There is nothing to focus on,
nothingtofollowandobserve.
There is no starting point, no sequential visual movement of the hands,
no visible measurable time span. There is no way to judge, estimate,
measureorcounttheminutestothefinalpointintime.
The analogueclock with its two hands is a very logical mathematical
measuring device. By watching the hands moving around the clock, it is
possibletojudge,countorestimatethetimegoneandthetimetogo.itis
fairly easy to plan the length of an activity, the time needed to get to a
bus, to play, to leave to be at home on time using the analogue clock.
In this day and age it is important to learn to understand both systems,

theanalogueandthedigital!
Analogue clocks are very important for the development

ofthetimeconcept.
Theyareamustforchildrenwithlearningdifficulties.
1. Starting time. At a start of an activity, look

at the clock on the wall or shelf and note
where the hands are.

Draw both hands on the pictured clock to
match your clock with the wall clock..

2. What time do you expect the activity to be
finished?
Circle the numeral corresponding with the
planned finishing time.

3. Every 5 or 10 minutes look at the clock on
the wall (on the shelf), note to which
numeral the long hand points to and copy
the hand on your clock.

4. Colour the sections between the first
position of the hand and the position the
hand moved to.

5. Every 10 minutes or (5 minutes or 15
minutes) repeat the procedure until you
reach the final point (circled numeral) on
the clock.

6. The time is up, the activity should be
finished.

How long (how many minutes)
did the activity take?
9
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Mark the passing time.
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28
9
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8
12
The Passing Time, 1
1. Draw the hands on this clock to match the time on a real clock (wall, shelf).
2. Every 5 or 10 minutes look at the real clock and draw the longer hand on this
pictured clock to match the real clock.
3. Gradually, colour each section.
4. When the hand gets back to the starting position and the sections are all
coloured, 1 hour has passed.
See page 28 explaining the strategy to be used for work on this page.

29
Starting Time: .

Finishing Time:.

Length of Time:...minutes.
1. Draw the hands on this clock to match the time on the real clock.
2. Circle the numeral corresponding with the planned finishing time.
3. Every 5 or 10 minutes point to the clock on the wall, note to which numeral the
long hand points to and draw the hand on the this clock.
4. Shade the section between the larger hand's first and second position.
5. Repeat points 3 and 4 until the larger hand gets to the circled numeral.
The time is up, the activity should be finished.
12 12 12
11 1
22 2
33 3
44 4
55 5
66 6
77 7
88 8
99 9
11 11 11
10 10 10

30

6

12
60
5
The time is 8 o'clock.
1. Write the numbers from 1 to 12.
2. Write the 5's from 5 to 60 on the outside of the clock .
3. Draw the hands showing the times.
Use the clock to record different times throughout the day.

31
Draw the hands on the clocks to show the times.

Ben and Sally went on the bus to Ballina to
visit their grandma.

The bus left at 2 o'clock.

Ben looked at his watch and said to Sally:
"We have been on the bus for one hour.
Lets play a game."

It was o'clock.

After another hour the bus stopped at
a petrol station.

What time was it:

At 5 o'clock the bus was on the way again.

What was the time:

An hour passed, it was getting dark
outside.
Ben and Sally fell asleep.

What was the time:

An hour later they finally arrived at Ballina.
Grandma was waiting at the bus stop.

The time was:

How long did it take to get
from Brisbane to Ballina? ...

9
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Bus Trip to Ballina

32
Walking the dog.
Jim and Spotty
started to walk

at ____ oclock.
1
They walked for
5 minutes.
It is
____ past ____.
2
They walked for
5 more minutes.
It is
____ past ____.
3
Jim and Spotty
came back at

____ past ____.
6
They walked for
15 minutes.
It is
____ past ____.
4
They walked for
another 5 min.
It is
____ past ____.
5
They walked for
____ minutes.

33
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2
3
4
5
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7
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12
Write the correct times and draw the hands on the clock.
wake up
get dressed
shower
go to school
have breakfast
have lunch
bell rings
going home
9
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9
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8
12

34
Write the correct times and draw the hands on the clock.
arrive at school
start a lesson
bell rings
start a lesson
bell rings
start a lesson
bell rings
going home

35
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12
Design your own time chart, just as on page 47 and 48.
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36

Draw the hands on the clocks to match the times with the activities.
1
2 3 4
5
6 7 8
1. Running races 100 m . . . . . . . . . . 9 : 00 a.m.
4. Long jump . . . . . . . . . . . . . . . . . . 11 : 30 a.m.
5. High jump . . . . . . . . . . . . . . . . . . 12 : 00 a.m.
6. Relay race 4 x 200 m . . . . . . . . . . 12 : 30 p.m.
7. Lunch . . . . . . . . . . . . . . . . . . . . . . 1: 00 p. m.
8. Presentations . . . . . . . . . . . . . . . . 1 : 30 p.m.
Planning the Sports Carnival

37
Write the correct times to each activity. Draw the hands
on the clocks to match the clocks with your planned times.
Shopping

1
2 3 4
5
6 7 8
1. Starting to get ready . . . . . . . . . .
2. Getting on the bus . . . . . . . . . . . .
3. Bus (car) leaves . . . . . . . . . . . . . .
4. Arrive at the shops . . . . . . . . . . .
5. Going shopping . . . . . . . . . . . . . .
6. Having a snack . . . . . . . . . . . . . .
7. Getting on the bus (car) . . . . . . . .
8. Returned to school . . . . . . . . . . .
Time

38
Draw the hands to match the times with the activities.
Fishing
Matt and Jim wanted to go fishing to
Wellington Point.

They looked up the tide chart. The
tide was the highest at 6 o'clock in the
morning.

It takes an hour to get from home
to Wellington Point.

What time did Matt and Jim have to
get up,
get dressed,
have breakfast and
leave to be at Wellington Point
at 6 o'clock?

When did they leave?

get up
get dressed
have breakfast
leave home

39
Complete the clocks to match the times.
Going Ten Pin Bowling
Tom, Anna, Sally Matt and Jim were
dropped off at 4.30 p.m. (afternoon).
They hired their shoes and got ready for
the game.

The group started to play at 5 o'clock.

They stopped for 30 minutes to have a
snack.

Then they started bowling again and
bowled for an hour.

After the game, they returned the shoes
and went outside to be picked up.

When were they ready to go home?

For how long did they play?


40
Mark the starting times and complete the clock faces.
Planning a Birthday Party
Saturday at 2 o'clock in the afternoon.

1. Friends arriving 2:00 to 2:30.
2. Serving drinks and crackers
2:30 to 2:45
3. Party games 2.45 to 3.45
4. Party food 3.45 to 4.15
5. Birthday cake 4.15 to 4.30
6. Pick up time 4.30 to 5.00

1. When did the party start? .
2. When were the drinks served? ......
3. When did they play games? .
4. When did they eat? .
5. When did they cut the cake? ...
6. What time did they go home? .
7. For how long was the party planned?
...
1
2
3
4
5
6

41
Enter the starting times, draw hands to show the times. Write the
planned activities for a camp, an excursion a swimming carnival etc.
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Planning Activities
1. Time
2. Time
3. Time
4. Time
5. Time
6. Time
1
2
3
4
5
6

42
Task Completion
Itisveryimportantthatthatstudentslearntocompleteatasktheyhave
started, regardless of how long it takes and how unpleasant it is. While
persevering the student learns the feeling of time span and time
estimation.Hediscoversthattheslowertheperformanceisthelongerit
will take to finish and leave; the faster the performance, the sooner he
can do something else. When a task is finished, the student will feel
relieved,satisfied,accomplished.Iftaskisleftunfinishedthestudentwill
leavewithnegativefeelingsoffailure.
When starting a task, the student should know, what activity he will do
afterthepresenttask.Itisimportantthathewillberemindedofthenext
step, next task. As the student learns to finish his task, he gains
confidenceinhisabilitytoperform.Themoreoftenhecompletesasmall
taskthegreaterhisconfidencewillbe.Eachnewtaskwillbemastereda
bitfasterandwithanimprovedattitudetowardsthetaskcompletion.
The tasks have to be planned and organised in such a way that the
studentisawareoforderandpriorities.Thetasksshouldbereasonably
short to give the student a chance to finish without too much pressure.
When the task is finished the child/student may be rewarded by praise,
sticker, stamp, ribbon (like in sport). However bigger award should be
waitingattheendofthelineoftasks.
The student has to know, that there are more tasks ahead. Then
somewhere among the waiting tasks is an activity the student loves
doing.Thatteachesthestudentthetoanticipatewhatisaheadofhim.It
is the beginning stageof planning. The student will learn resilienceand
endurance. The student will learn and understand the meaning of: now,
later,first,then,after,waitfor,next,last,start,finish,goon...
Students with severe difficulties in sensory integration and poor
perceptual motor skills will find any series of tasks threatening and
confusing. With underdeveloped sequential skills and very limited time
spantheymostprobablywillresisttoparticipateinthisexercise.Itisthe
feelingoffrustrationandconfusionofnotknowingwhattodo,whereto
start,howtogetaboutit.Thatstopsthemfromstartinganyactivity.
Even if the student does not seem to care about the task being left
unfinished, he might build a negative feeling towards that task and
towardsothersimilartasks.
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.

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

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

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

Time and Behaviour

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Publisher JAYS' EDUCATION

704 Old Cleveland Rd East

Time and Behaviour Jays Education

In some cases children with severe time loss

The best time to start using the calendar is the 1

It is difficult to learn, feel and experience duration from reading and

In this day and age it is important to learn to understand both systems,

Analogue clocks are very important for the development

Time and Behaviour Jays Education

It is difficult to learn, feel and experience duration from reading and

In this day and age it is important to learn to understand both systems,

Analogue clocks are very important for the development

1. Starting time. At a start of an activity, look

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