How many seconds was that? Teaching children about time does not refine their ability to track durations

Hamamouche, Karina; Cordes, Sara

doi:10.1016/j.cognition.2023.105410

Cited by 1 publication

(1 citation statement)

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“…Also, Droit‐Volet (2016) showed that preschoolers do not process the stimuli in time‐processing tasks the same way as older children because these tests are strongly correlated with working memory, which increases with development, explaining the improvement in time‐processing competence during the years of primary school. Finally, as highlighted by Hamamouche and Cordes (2020, 2023), in primary school children acquire more knowledge of temporal symbols, which are related to time‐processing skills, plausibly supporting their improvement. The acquisition of temporal symbols and the improvements in the ability to measure time could also be the reasons for the higher scores observed in the Sense of time questionnaire at T3, compared with T1, both considering the parent and teacher versions of the questionnaire.…”

Section: Discussionmentioning

confidence: 70%

Teachers' report of sense of time in kindergarten predicts children's time‐processing skills in first grade

Tombini,

Tobia,

Ghislanzoni

et al. 2023

Int J Psychol

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The main aim of this longitudinal study was to evaluate if a questionnaire measuring the sense of time, filled in by teachers and parents in the last year of kindergarten, was able to predict children's time‐processing skills at the end of 1st grade. The sample included 131 children (initial mean age = 4.77 ± 0.29 years) tested three times in a 2‐year period with tasks of time reproduction, time discrimination, and comparison of durations. One of their parents and teachers filled in a questionnaire about children's sense of time both in kindergarten and 1st grade. The teacher version of the questionnaire administered in kindergarten was able to predict most of the time‐processing tasks at the end of 1st grade. The parent version of the questionnaire was not able to predict children's performance in these tasks. Different developmental trajectories of time reproduction and time discrimination were observed. This study supports the role of preschool teachers as skilled evaluators of children's time‐processing skills.

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Section: Discussionmentioning

confidence: 70%