ABSTRACT
IntroductioN Children gradually acquire skills in time estimation and perception throughout their childhood. They are initially concerned solely with what is around them and move on to a more sophisticated stage when they learn to sequence events and become aware of ‘time’ as an abstract principle (Hoffman, 2009). This process continues well into the teenage years (Erikson, 1993) as the young person develops abstract thinking. Estimating time demands several different skills such as learning to measure the duration of time. Time perception involves accessing and using memories to build up a sense of time in the past and learning to project into the future.
