Creating a qualified understanding of time and time-related skills for children creates an important "context" for basic core disciplines such as economics, culture, history, geography covered by the social studies lesson, and contributes to the establishment of historical thinking skills and causality relationships. In this research, to present a theoretical perspective to teaching time-related skills in social studies lesson; development of time perception, the concept of time in social studies teaching, instructional elements of time skills (knowledge of chronology/skill, ability to perceive change and continuity) and alternative practices that can be used in teaching time-related skills have been introduced. In this context, when studies on the development of time perception in children are evaluated, It has been observed that studies emphasizing the importance of cognitive development such as age and cognitive maturity have been expanded in the following periods by covering sociocultural characteristics such as culture, language, and social environment. In addition, it has been observed that time-related skills contribute to the evaluation of the similarities and differences between the periods, to examine the continuity or synchrony between periods, to discover historical milestones, to predict the speed and direction of the change in history. Time and time-related skills; can also be used functionally in terms of various ideological concepts such as citizenship, identity and belonging, as it will provide cultural or political positioning in different historical periods. In this context, the teaching of timerelated skills should no longer be seen as a simple "sorting" or "dating" process that has become almost traditional; pictures, photos, buildings, historical places, artifacts, stories, timelines, time capsules, simulations, project works, etc., which are meaningful and close to the child's environment. alternative methods should be used.