Abstract:
The educational process, like any other process, whether natural or social, relates to the concept of time and temporality. That is why the correct, optimal and efficient organization of time becomes a concern for teachers, in relation to themselves, but also in the activities organized with children. If, during the school year, teachers from early childhood education institutions, guided by various documents and educational policies, can demonstrate their competence in time management through the qualitative distribution of time resources, which leads directly to the instructionaleducational process, didactic performances and work capacity, then in the summer period this aspect becomes more complicated. The instructive-educational process in early education institutions during the summer period has some particularities: the lower number of children; carrying out Curricular provisions throughout the day (personal development activities, including routines, transitions, daily activities specific to the summer period, music education, physical education and extracurricular activities); carrying out activities mainly in the open air; emphasizing the freely chosen game; bringing well-being to children. The article will present the results of a focus group organized with teachers, regarding the problems encountered in the efficient organization of activities with preschoolers during the summer period. Various methodological and managerial aspects of organizing time with preschoolers during the summer period will be described.
