- Give children the opportunity to experience activities that take a long time and ones that don't take a long time. Use the terms "short time" and "long time". Discuss which activity took longer or the longest time to do.
- Have children sort a group of events according to the time of occurrence, daytime or nighttime.
- Provide experiences for sequencing events. Have children tell what comes first, next, and last as they do different activities during the day.
- Use a clock with only an hour hand. Discuss time in terms of daily events. As children progress in their understanding of a clock, use the language of approximation: It is about 3 o'clock; it is a little after 6 o'clock; it is halfway between 9 o'clock and 10 o'clock.
- Have children make their own clock faces to help them develop an understanding of the order of hours and minutes on a clock, and explore the representation of time.
- Spend a little time each morning discussing the calendar. You can have the children help you keep track of important school events, the children's birthdays, and other special days.