The development of temporal concepts: Learning to locate events in time

    Research output: Contribution to journalArticle

    Published

    View graph of relations

    A new model of the development of temporal concepts is described that assumes that there are substantial changes in how children think about time in the early years. It is argued that there is a shift from understanding time in an event-dependent way to an event-independent understanding of time. Early in development, very young children are unable to think about locations in time independently of the events that occur at those locations. It is only with development that children begin to have a proper grasp of the distinction between past, present, and future, and represent time as linear and unidirectional. The model assumes that although children aged 2 to 3 years may categorize events differently depending on whether they lie in the past or the future, they may not be able to understand that whether an event is in the past or future is something that changes as time passes and varies with temporal perspective. Around 4 to 5 years, children understand how causality operates in time, and can grasp the systematic relations that obtain between different locations in time, which provides the basis for acquiring the conventional clock and calendar system.

    Documents

    • The development of temporal concepts: Learning to locate events in time

      Rights statement: © 2017 The Authors. This is an open access article published under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium, provided the author and source are cited.

      Final published version, 265 KB, PDF-document

    DOI

    Original languageEnglish
    Pages (from-to)297-327
    JournalTiming and Time Perception
    Journal publication date2017
    Volume5
    DOIs
    StatePublished - 2017

    ID: 128654960