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.

中文翻译：

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评估10至11岁儿童的时间知识

时间知识的获得涉及学习如何读取时钟，估计时间，读取日期以及了解时间序列。有证据表明，尽管不是所有的孩子都可能遵循这种发展道路，但许多能力都是在10岁时获得的。这项研究的主要目的是为评估时间知识的筛查工具收集规范数据。这些数据确定了英国6年级学生（年龄为10至11岁）中时间知识困难的患病率和模式。时间筛选评估工具（Doran，Dutt和Pembery，2015年）旨在评估时间知识，该工具分别对79名儿童进行了抽样管理。调查结果显示，总得分中位数为32分，最高得分为36分。25％的儿童在或接近最高上限时表现良好，但是，有7个孩子的平均得分低于-1.5个标准差。讨论了这些发现对在学校与儿童一起工作的从业者的价值。