Effect of poverty on urban preschool children's understanding of conventional time concepts

Early Child Development and Care

Volumn 177, Issue 2, 2007, Pages 121-132

  Flores, Roseanne L ^a  

^a CITY UNIVERSITY OF NEW YORK   (United States)

Author keywords

Poverty; Preschool children; Time concepts

Indexed keywords

EID: 67650127378     PISSN: 03004430     EISSN: 14768275     Source Type: Journal    
DOI: 10.1080/03004430500337323     Document Type: Article

References (12)

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2. Bentley, A. M. (1987) Swazi children's understanding of time concepts: a Piagetian study, Journal of Genetic Psychology, 148(4), 443-452.
3. Flores, R. (2004) The effect of poverty on young children's understanding of every day events, Journal of Children and Poverty, 10(2), 99-118.
4. Friedman, W. J. (1977) The development of children's knowledge of cyclic aspects of time, Child Development, 48, 1593-1599.
5. Friedman, W. J. (1982) Conventional time concepts and children's structuring of time, in: W. J. Friedman (Ed.) The developmental psychology of time (New York, Academic Press), 171-208.
6. Friedman, W. J. (1990) About time (Cambridge, MA, The MIT Press).
7. Friedman, W. J. & Brudos, S. L. (1988) On routes and routines: the early development of spatial and temporal representations, Cognitive Development, 3(2), 167-182.
8. Harner, L. (1981) Children's understanding of time, Topics in Language Development, 2(1), 51-65.
9. Harner, L., Nelson, K., Korintus, M. & Kessler Shaw, L. (1992) From bedtime to Eastern standard time. Unpublished manuscript, City University of New York.
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11. Nelson, K. (Ed.) (1986) Event knowledge: structure and function in development (Hillsdale, NJ, Lawrence Erlbaum).
12. Piaget, J. (1969) The child's conception of time (London, Routledge & Kegan Paul).