Time knowledge acquisition in children aged 6 to 11 years and its relationship with numerical skills

Labrell, Florence; Mikaeloff, Yann; Perdry, Hervé; Dellatolas, Georges

doi:10.1016/j.jecp.2015.10.005

Cited by 27 publications

(26 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Each participant learned to read the time on an iPad Air 2 touchscreen using an app “Interactive Telling Time.” Considering the complexity of children’s time conceptions and the potential difficulty of teaching them to tell time (Burny et al, 2009, 2011, 2013; Labrell et al, 2016), only the hour times (e.g., 1:00, 9:00, 12:00, which we defined having minute hand on 12) and half-hour times (e.g., 1:30, 3:30, 6:30, which we defined having minute hand on 6) were presented in the format of a 12-h clock to reduce the difficulty of the learning material. Ante meridiem (a.m.) and post-meridiem (p.m.) were not differentiated.…”

Section: Methodsmentioning

confidence: 99%

Using Touchscreen Tablets to Help Young Children Learn to Tell Time

Wang

Hao

et al. 2016

Front. Psychol.

View full text Add to dashboard Cite

Young children are devoting more and more time to playing on handheld touchscreen devices (e.g., iPads). Though thousands of touchscreen apps are claimed to be “educational,” there is a lack of sufficient evidence examining the impact of touchscreens on children’s learning outcomes. In the present study, the two questions we focused on were (a) whether using a touchscreen was helpful in teaching children to tell time, and (b) to what extent young children could transfer what they had learned on the touchscreen to other media. A pre- and post-test design was adopted. After 10 min of exposure to an iPad touchscreen app designed to teach time, three groups of 5- to 6-year-old children (N = 65) were, respectively, tested with an iPad touchscreen, a toy clock or a drawing of a clock on paper. The results revealed that post-test scores in the iPad touchscreen test group were significantly higher than those at pre-test, indicating that the touchscreen itself could provide support for young children’s learning. Similarly, regardless of being tested with a toy clock or paper drawing, children’s post-test performance was also better than pre-test, suggesting that children could transfer what they had learned on an iPad touchscreen to other media. However, comparison among groups showed that children tested with the paper drawing underperformed those tested with the other two media. The theoretical and practical implications of the results, as well as limitations of the present study, are discussed.

show abstract

Section: Methodsmentioning

confidence: 99%

Using Touchscreen Tablets to Help Young Children Learn to Tell Time

Wang

Hao

et al. 2016

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Using this technique, five-year-olds were able to make some discriminations in this way between familiar events of different durations, even though they showed poor knowledge of the durations of periods of time described using time words associated with the conventional clock and calendar system (seconds, minutes, hours, and days). Indeed, perhaps unsurprisingly, a proper grasp of the durations of periods of time corresponding to conventional time words seems to be closely linked to children's numerical skills, and continues to develop over middle childhood (Labrell et al, 2016).…”

Section: A Single Process or Multiple Ones?mentioning

confidence: 99%

The Development of Temporal Concepts: Learning to Locate Events in Time

McCormack¹,

Hoerl

2017

Timing &Amp; Time Perception

View full text Add to dashboard Cite

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 two to three 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 future or in the past is something that changes as time passes and varies with temporal perspective. Around four to five 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.

show abstract

“…Furthermore, other studies performed in normal populations found relationships between time processing and calculation skills (Skagerlund & Träff, ), as well as general mathematical intelligence (Kramer, Bressan, & Grassi, ). Finally, a recent study found a strong association in primary school children between conventional time knowledge, measured with a questionnaire, and numerical skills, such as number facts, number line estimation, and number comparisons (Labrell, Mikaeloff, Perdry, & Dellatolas, ). Together, these findings speak in favor of positive associations between mathematical abilities and the precision of time estimation and discrimination skills.…”

Section: Introductionmentioning

confidence: 99%

Time processing impairments in preschoolers at risk of developing difficulties in mathematics

Tobia

Rinaldi

Marzocchi

2016

Developmental Science

View full text Add to dashboard Cite

The occurrence of time processing problems in individuals with Development Dyscalculia (DD) has favored the view of a general magnitude system devoted to both numerical and temporal information. Yet, this scenario has been partially challenged by studies indicating that time difficulties can be attributed to poor calculation or counting skills, which can support reasoning on time in school-aged children and adults. Here, we tackle this debate by exploring the performance of young children before they fully develop the symbolic number system. Preschoolers at risk of developing DD were compared with typically developing children in a series of tasks investigating time processing and in their 'sense of time', evaluated by parents and teachers. Results yielded a poorer performance in time reproduction of 5-second intervals and in time discrimination, as well as a weaker 'sense of time', in children at risk of DD. These findings provide evidence of a common magnitude system that would be responsible for deficits in both numerical and temporal domains, already at early stages of life.

show abstract

Time knowledge acquisition in children aged 6 to 11 years and its relationship with numerical skills

Cited by 27 publications

References 40 publications

Using Touchscreen Tablets to Help Young Children Learn to Tell Time

Using Touchscreen Tablets to Help Young Children Learn to Tell Time

The Development of Temporal Concepts: Learning to Locate Events in Time

Time processing impairments in preschoolers at risk of developing difficulties in mathematics

Contact Info

Product

Resources

About