Clock

Reading a clock is a slow-burn skill: numbers, two hands moving at different speeds, and the jump to “quarter past” and “half past” all take patient practice. Clock is a set of small, focused activities on one analog face—with a digital readout always in sync—so children can hear the time, move the hands, and get immediate feedback without leaving the metaphor of a real clock.

When you open the game, a modal lists the activities. The child (or grown-up) picks where to start: hour only, minutes only, both together, or free play. Each mode keeps the same calm layout and voice prompts so the experience feels like one toy with different “games,” not four disconnected screens.

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Set the hour

This mode isolates the hour hand. Both hands start at twelve; a voice asks something like “Set the hour to n.” The child drags the hour hand in one-hour steps. Each step speaks the hour aloud (1 … 12), and the digital clock tracks the analog face exactly.

A correct hour triggers confetti and a cheerful sound; The activity repeats with new targets until it is time to move on.

Design detail: the hour hand is thicker and easier to grab, and dial numbers pulse gently when they matter for the task, drawing attention without shouting.

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Set the minute

Here the focus is the minute hand, still on the same analog + digital setup. The prompt is “Set the minute to n,” where n is a five-minute value (5, 10, 15 … 55). The minute hand moves in five-minute jumps; each move speaks the minute value. Again, digital and analog stay locked together, correct answers celebrate, and rounds continue until the child is ready for the next activity.

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Set the time

This is the combined challenge: set both hour and minute to match a spoken time like “1:15” or “3:55,” with minutes still on five-minute steps and hours in one-hour steps. Moving either hand speaks the current time (for example “2:10”), so children always hear what they have built. Success feedback matches the other modes.

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Free play

No target time—just the clock. The child can sweep the hour and minute hands anywhere they like; every move still speaks the time and the digital display follows. It is the sandbox mode: explore, make silly times, or imitate something they saw on the wall at home. When curiosity moves on, they can return to the activity list and pick a structured mode again.

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What will my child learn?

• One dimension at a time (hour, then minute) to full time setting
• Free play as an always-on invitation to tinker—the usual progression for turning “what is that hand?” into “I can set the clock myself.”

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