User experiences

The Color Clock has been widely used since 2003. That is why it is useful that you can read the experiences of Color Clock users here. Do you recognize your own practical situations? Below we have literally presented a number of experiences.

At educational institutions:

'I find the Color Clock very easy to use. It gives some children just that little bit more overview during a school day. I use it to indicate until when (i.e. which color) we are going to work, at which color there is a break or if they cannot ask me anything for a certain period of time, I indicate this with a color. I can also say that a certain lesson starts with a color. I really enjoy the Color Clock! A solution, especially for children who cannot yet tell the time.'

'I bought the clock to work independently, but now I also use the clock while eating fruit. Especially for the delayers, within one color the fruit must be gone! I use it for children with concentration problems while working with development materials but also when cleaning up. I use it a lot'.

Wall model A3 in practice 'We use the big clock for independent work. The small one for the computer: usually the children are allowed to sit at it for 10 to 15 minutes and then they have to call another child. This works fine. Before then I forgot about it and they sat at the computer for quite a long time. The children really enjoy it and group 2 in particular finds it a challenge to work independently for longer and longer periods of time. Colleagues for whom I also purchased it are very enthusiastic.'

'All groups 3 and 4 at our school now have a Color Clock and we are very happy with it. We use the clock for children with work posture and concentration problems. Children who would otherwise never complete their work can now do so within the agreed time.'

'I use the clock for children who are easily distracted and quickly want something different. They like to keep a close eye on the clock during their activity. I also use the clock for the oldest toddlers who have a somewhat superficial and uncritical work attitude and are almost going to group 3. They are encouraged to spend a little longer on an activity and to take more care that their work looks neat during that time.

'Within the school we use the Color Clocks for: Individual children with concentration problems. For students to complete assignments or parts thereof within a certain time. For work and pace improvement. To indicate in class: you still have so much time for your work, especially in the lower classes. Promoting a sense of time in groups 2, 4 and 5'.

For home use:

'My autistic son works with the Color Clock every day. It makes everything clearer and therefore clearer. He now clearly sees how time passes and when he is playing he is not disturbed by the kitchen timer that we used to use. He now often plays a lot longer than before. We have both models: one in his room, the other downstairs. We mainly use small steps over time'.

Table model B2 in practice

'I use the Color Clock to make my daughters work (one has Down syndrome, the other probably ADHD). And I use it at their request when eating, so that they know when their plate should be empty.'

'We use the clock for our son. This has PDD-NOS. We use the clock to indicate a defined time. E.g. if there is still 10 minutes to play or if you have to go to bed in 20 minutes. We also combine 2 or more colors if they last longer than 20 minutes. We also showed the clock to the SPD emergency worker. This also takes the clock to other families who have children with autistic disorders.

'I find the Color Clock (model B) extremely practical to use. In our family situation we use it to indicate how much time remains to complete a certain activity (game, crafts, food, etc.).

'I use model A within our family as follows: I say the color on which the pointer should be placed. This also gives me the option to create a longer period within the hour. I also use the short periods to indicate that you can play with something for a while, or that you have to stand in the hallway for 2.5 minutes. The Color Clock provides more clarity in time orientation. It defines the period better. 'My daughter Nina, 8, has PDD/NOS and ADHD. She has a lot of trouble keeping an overview of things, when should what happen where... that is never self-evident. We have been working with pictograms for 6 years. My company PictoMaat was born from that. I create custom picto systems, often in consultation with the parents. Over the last year I have been using the Color Clock in combination with pictograms. And this works extremely well! For example, when we are sitting at the table, Nina is usually not even halfway through her plate by the time we have finished. She is quite easily distracted. In the daily rhythm we indicate that, for example, she gets dessert after dinner, can then read and then go to bed. When we are almost done, we set the Color Clock to light blue, so she still has 10 minutes to eat her food. Once the blue square has passed, we clear her plate from the table and dessert arrives. We are no longer annoyed, so we don't get angry and the peace is maintained, which means Nina functions and listens better and we no longer get so tired. It also works well when you stop playing. For example, we set the clock to the yellow area (20 minutes) then she knows that she can play for as long as she wants, the picto line indicates playing, (when the yellow is over) cleaning up, and then going shopping, for example. So transitions are also made smoother. I am very enthusiastic about it and advise all my customers to use the Color Clock.'

Would you like to share your experiences with us? In that case, send us an email to info@kleurklok.nl - or simply write a review on one of the product pages in the webshop. Thank you in advance!

And order? Go to the webshop here .