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The Time Knowledge Questionnaire for children.

F Labrell1,2, H Câmara Costa1, H Perdry1

  • 1Université Paris-Saclay, Université Paris-Sud, UVSQ, CESP, Inserm, 94807, Villejuif, France.

Heliyon
|February 20, 2020
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Summary
This summary is machine-generated.

A new Time Knowledge Questionnaire (TKQ) assesses children's understanding of time units. This validated tool is useful for evaluating time knowledge in typically developing children and those with learning disabilities.

Keywords:
AssessmentChildren with disabilities or disordersPsychologySchool childrenTime knowledgeTypically-developing children

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Area of Science:

  • Child Psychology
  • Educational Psychology
  • Neurodevelopmental Disorders

Background:

  • Accurate representation and use of time units are crucial for cognitive development.
  • Existing tools for assessing time knowledge in children are limited.
  • Time knowledge is essential for daily functioning and academic success.

Purpose of the Study:

  • To develop and validate the Time Knowledge Questionnaire (TKQ) for children aged 6-11 years.
  • To establish norms for typically developing children.
  • To explore the clinical utility of the TKQ in children with disorders.

Main Methods:

  • Development of a 25-item questionnaire covering 7 categories of time knowledge.
  • Validation of the TKQ using a sample of typically developing children aged 6-11 years.
  • Assessment of internal consistency and calculation of total and summary scores (conventional and estimative time).

Main Results:

  • The Time Knowledge Questionnaire (TKQ) demonstrated good internal consistency.
  • The TKQ provides a total score and two summary scores for conventional and estimative time.
  • The study indicated the TKQ's potential clinical relevance for children with various disorders.

Conclusions:

  • The TKQ is a reliable and valid instrument for assessing time knowledge in children.
  • The questionnaire offers a comprehensive evaluation of conventional and estimative time concepts.
  • The TKQ shows promise as a clinical tool for identifying and addressing time-related difficulties in children.