TIME AND CHILD

The problem of the time concept formation at children of preschool age is considered in this article. The summary analysis of the scientific content of the ‘time’ idea shows plurality of psychological time aspects. This situation defines several areas of work in of the time concept formation at preschool children: emotional development, semiotics development, and activation of emotional memory in the delayed action conditions. The developmental tasks suggested are directed to activate the emotional experience of events by a child and exam- ine an event as the important time marker. Execution of tasks offers purposeful development of the child’s semi- otics function in conditions of the sign and symbolical activity organization as well as acquisition of the special symbolics linked to fixing of measures of time