How making a Princess Clock can help with learning about Time in Reception

Yesterday I supported a child in Reception to make a Princess Clcok where we learned how to draw a clock but also about O'Clock and there’s something quietly magical about the moment young children begin to make sense of time. In Reception, “time” isn’t yet a structured concept of hours and minutes—it’s something felt, experienced, and gradually understood through play, routine, and imagination. That’s why activities like drawing a “princess clock” are not just adorable—they’re deeply effective.

In the early years, learning must meet children where they are. For many Reception-aged children, interests are vivid and personal: princesses, superheroes, animals, dinosaurs. When we connect new learning to these familiar and loved ideas, we lower barriers and invite curiosity. A traditional clock face might feel abstract, but a clock designed as a princess—with numbers placed around her, perhaps even integrated into her dress or crown—suddenly becomes meaningful and engaging.

This kind of teaching is rooted in the principles of developmentally appropriate practice. Young children learn best through play, exploration, and creativity. They are not yet ready for formal instruction that relies heavily on abstraction. Instead, they need opportunities to manipulate, draw, talk, and imagine. By drawing their own clocks, children are not only being introduced to numbers and their sequence, but also beginning to understand the circular nature of time in a hands-on way.

Importantly, activities like this support multiple areas of learning at once. There’s mathematical development, as children recognise and order numbers. There’s expressive arts and design, as they draw and decorate. There’s communication and language, as they talk about what they’re creating. Even personal, social, and emotional development comes into play, as children take pride in their work and share it with others.

The social aspect should not be underestimated either. When children see their interests valued in the classroom, they feel seen. A child who loves princesses might feel a stronger connection to the task and greater confidence in participating. This sense of belonging can have a powerful impact on their overall engagement with learning.

It’s also worth noting that at this stage, accuracy is far less important than understanding and enthusiasm. A clock with unevenly spaced numbers or creatively interpreted digits is still a success. What matters is that the child is beginning to grasp that numbers go in a sequence around a shape, and that this relates to something we use in everyday life.

As practitioners, our role is to gently scaffold this learning. We might model where the numbers go, ask questions like “What comes after 3?” or “Where should 12 go?” and celebrate each attempt. Over time, these small steps build into a more secure understanding.

Ultimately, teaching in the early years is about igniting a love of learning. When we embrace children’s interests—whether that’s princesses, pirates, or anything in between—we create opportunities for learning that feel joyful rather than forced. A princess clock might seem like a simple activity, but it represents something much bigger: a child making sense of the world in a way that feels meaningful to them.

And that’s where real learning begins.