Assessing time knowledge in children aged 10 to 11 years

Year 2019, Volume: 6 Issue: 4, 580 - 591, 05.01.2020

Nicola Brace , Clare Doran Janet Pembery Emma Fitzpatrick Rosalind Herman

https://doi.org/10.21449/ijate.559678

Cited By: 4

Abstract

The
acquisition of time knowledge involves learning how to read clocks, estimate
time, read dates and learn about temporal sequences. Evidence suggests that
many of these competencies are acquired by 10 years of age although not all
children may follow this developmental path. The main purpose of this study was
to collect normative data for a screening tool that assesses time knowledge.
These data identify the prevalence and pattern of difficulties with time
knowledge among a UK sample of Year 6 pupils (aged 10 to 11 years). The Time
Screening Assessment tool (Doran, Dutt & Pembery, 2015), designed to assess
time knowledge, was administered individually to a sample of 79 children.
Findings revealed a median overall score of 32 out of a maximum score of 36.
25% of children performed at or close to ceiling, however seven children scored
more than -1.5 standard deviations
below the mean. The value of these findings to practitioners working with
children in schools is discussed.

Keywords

time knowledge, assessment, clock reading, time orientation, estimating time intervals

Assessing time knowledge in children aged 10 to 11 years

Abstract

The acquisition of time knowledge involves learning how to read clocks, estimate time, read dates and learn about temporal sequences. Evidence suggests that many of these competencies are acquired by 10 years of age although not all children may follow this developmental path. The main purpose of this study was to collect normative data for a screening tool that assesses time knowledge. These data identify the prevalence and pattern of difficulties with time knowledge among a UK sample of Year 6 pupils (aged 10 to 11 years). The Time Screening Assessment tool (Doran, Dutt & Pembery, 2015), designed to assess time knowledge, was administered individually to a sample of 79 children. Findings revealed a median overall score of 32 out of a maximum score of 36. 25% of children performed at or close to ceiling, however seven children scored more than -1.5 standard deviations below the mean. The value of these findings to practitioners working with children in schools is discussed.

Keywords

Time knowledge, Assessment, Clock reading, Time orientation, Estimating time intervals

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