Abstract and Keywords
This chapter deals with the development of temporal understanding, and in particular the question of when children can be said to be able to grasp temporal concepts such as “before” and “after”. It looks at the idea that the development of temporal understanding, and the emergence of a grasp of temporal concepts, is closely linked to developments in children's understanding of causal relationships. The chapter pays particular attention to the acquisition of a concept of a linear time series and also defends the idea that children first conceive of events without genuinely employing tenses.
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