This study proposes an analysis about which children are using pedagogical practices and resources in the classrooms of Early Childhood Education in the construction of temporal notions. It has as objective to investigate the didactic materials that favor the development of temporality by the child in the activity room. Thus, the school environment and the didactic materials related to the construction of the temporal perspectives of children in the public schools of the city of Rio de Janeiro are taken as the object of study. Considering that time is a human creation, we can see that temporal reversibility is a construction (Piaget, 2002), and that children are not born with ready temporal perspectives, but these must be presented and formed throughout their lives. Moreover, the school, in this context, plays an essential role. Through the observation of the classrooms, resources and didactic materials present in two early childhood classrooms from different schools, and the interview with the teachers, this study entered into the universe of the construction of the temporal notions, considered the main element for the understanding of the space-time organization of the world in which we live and historical causality. We conclude that there is still a shortage of materials and activities focused on temporal development, but when there is a mediated and conscious work, children make inferences, present a more adequate temporal language, and manage to establish order of events (the idea of sequencing), as well as relations between the before and after, and between the past and the present.