The Relationship between Children's Knowledge of Time and the Formation of Universal Learning Activities in a Digital Environment

The ability to understanding time, including perception of time, identification of events, knowledge of temporal units and the ability to use them, is interconnected both with general intelligence and with specific cognitive indicators (in particular working memory, vocabulary and mathematical competences) of children and adults. Of interest to educational psychology is the study of learning-related cognitive competencies and children's knowledge of time. The purpose of this study was to investigate the specifics of the relationship between children's knowledge about time, intelligence level, and universal learning activities (ULA). Students in grades 1-4 in Moscow (N=31) took part in the study. A modified questionnaire by F.Labrel et al. in the Russian language adaptation by A. Solodkova was used to analyze the level of children's knowledge of time. The level of the formation of ULA was diagnosed using the PL-Modified digital technique. Intelligence was measured with the Raven test (SPM+). The results of the research show that children's knowledge of time correlates both with their intellectual development and with the level of the formation of the planning ULA. At the same time, data were obtained on a positive relationship between children's knowledge of time and the planning skills independent of intellectual abilities.

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