A child's times

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Dinesh ^club

From this table we can see the simultaneous progress of location in the past and the future, as Malrieu noted. It can also be seen that the child becomes oriented first in the cyclic activities which bear a direct relationship to the rhythm of his existence. We know that he adapts to the cycle of every day long before he knows the special days of the week. Subsequently he conquers time through the organization into sequences of the periods of time he has experienced, he orients himself and locates one moment by its relationship to others (Farrell, 1953)

As regards conventional time, the table shows that a child’s orientation develops gradually between the ages 6 and 9; only later does he become capable of estimating duration in units of time, but this is another problem…

Temporal perspectives develop gradually along with mental activities. For instance, a child is only able to locate an occurrence in relation to conventional time when he is capable of relating two series of events: that which he lives and that which is imposed by society. It is not until the age of about 6, when these operations begin, that he becomes capable of this orientation. Before this he can only locate his own actions by relating them to each other and classing them simply as “before” and “after.” It is therefore not surprising that authors have found a marked correlation between the comprehension of vocabulary connected with time, temporal orientation, and the results of general intelligence tests, in case of children, adults, and mental defectives. ` Page 180/181 ~ Excerpt: “The Psychology of Time” Author - Paul Fraisse

4 years ago.

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