In the educational field, there is a discussion about how to teach temporal concepts within Social Science in Early Childhood Education and in Primary Education. This debate arises from the young age of the students, which shows the need to make use of different teaching approaches from those used in other higher educational levels. As stories have been proved as an effective teaching method used in this educational level for the past 30 years, the research problem revolves around the following question: is it possible to teach temporal concepts in Early Childhood Education using a non-specific story to teach social sciences? For this reason, the purpose of this study was to design, implement, and assess a teaching program for the temporal concepts past/present/future, before/after, and change/transformation in the third year of Early Childhood Education using a non-specific story to teach social sciences. For a better understanding of the program, a brief explanation of the Spanish Educational system has been included. The participants of the study were the 47 students of an Early Childhood and Primary Education Center in Molina de Segura, Murcia, Spain. Quantitative data were analyzed using the software program SPSS v. 24. With the goal of evaluating the students’ achievement of each activity’s objectives, as well as the teaching program as a whole, percentages and frequencies of the assessment charts’ different components were calculated. Once the data from the brainstorming session on the students’ prior knowledge of temporal concepts had been collected, it was transcribed and organized in the corresponding chart. In this way, a primary text document was created. Together with the Initial Questionnaire on Temporal Concepts (IQTC) and the Final Self-assessment Questionnaire (FSQ), which did not require transcription, three hermeneutic categories were created, one for each document, using the program ATLAS.ti (version 7.5.2). The results showed a high percentage of fulfillment of the objectives, with somewhat significant differences between one class and another. These results lead us to conclude that the temporal concepts chosen for this teaching program can be taught in third-year Early Childhood Education classes using the story Ramona la mona by Aitana Carrasco.

在教育领域，讨论了如何在幼儿教育和小学教育中教授社会科学中的时间概念。这场辩论源于学生的年轻年龄，这表明需要使用与其他高等教育级别不同的教学方法。由于过去 30 年来故事已被证明是这一教育水平中使用的有效教学方法，因此研究问题围绕以下问题展开：是否可以使用非特定故事来教授幼儿教育中的时间概念来教授社会？科学？因此，本研究的目的是设计、实施和评估过去/现在/未来、之前/之后的时间概念的教学计划。, 和改变/转变在幼儿教育的第三年使用一个非特定的故事来教授社会科学。为了更好地理解该计划，还包括对西班牙教育体系的简要说明。该研究的参与者是西班牙穆尔西亚莫利纳德塞古拉幼儿和小学教育中心的 47 名学生。使用软件程序 SPSS v. 24 对定量数据进行分析。为了评估学生对每项活动目标以及整个教学计划的实现情况，计算了评估图表不同组成部分的百分比和频率。一旦收集了来自头脑风暴会议的关于学生对时间概念的先验知识的数据，就将其转录并组织在相应的图表中。这样，创建了一个主要的文本文件。连同不需要转录的时间概念初始问卷 (IQTC) 和最终自我评估问卷 (FSQ)，使用程序 ATLAS.ti（版本 7.5.2）创建了三个解释学类别，每个文档一个）。结果表明，目标的实现率很高，一个班级和另一个班级之间存在一些显着差异。这些结果使我们得出结论，为该教学计划选择的时间概念可以使用故事在三年级幼儿教育课程中教授 使用程序 ATLAS.ti（版本 7.5.2）。结果表明，目标的实现率很高，一个班级和另一个班级之间存在一些显着差异。这些结果使我们得出结论，为该教学计划选择的时间概念可以使用故事在三年级幼儿教育课程中教授 使用程序 ATLAS.ti（版本 7.5.2）。结果表明，目标的实现率很高，一个班级和另一个班级之间存在一些显着差异。这些结果使我们得出结论，为该教学计划选择的时间概念可以使用故事在三年级幼儿教育课程中教授艾塔娜·卡拉斯科（Aitana Carrasco）的雷蒙娜·拉·莫娜（Ramona la mona）。