Concept of Formation and Time and Space

Concepts are important because they determine what one knows and believes and, to a large extent, what one does. Understanding is based on concepts. Concepts are not direct sensor data, instead, they result from the elaboration and combination, they tying together, or linking of discrete sensory experiences.

Concepts are symbolic in that they depend upon the properties of both absent and present situations and objects. Concepts may relate to objects, to people, to qualities or to relationships. They may be definite or indefinite. Concepts are not always verbalized.

Concepts develop rapidly among children because of their curiosity about the world in which they live. Children’s concepts develop out of percepts, memories, and images, and their development is some – what a long and difficult process. There are various other factors which influence concept development, like condition of the sense organ, intelligence, opportunities for learning, type of experience, amount of guidance, type of mass media, sex and personality.

Concepts represent characteristics of many events not a particular event. A concept stands for or represents a common set of attributes of objects, action and events.

First when the child learns the word dog for example it refers to the particular dog. Gradually it stands for the animal dog. It is abstract and generalized.

The two-year old who says he is bad only when he wets his pants is using that word as a symbol but, when he begins to regard a variety of behaviours like hitting, crying, shouting and stealing as bad he has acquired the concept.

Although the pre-school child has left the infantile period far behind he has a picture of the word that differs widely from the one he will have just a few years later. To understand the child’s world in this period, it is necessary to learn how he understands, and in what ways he fails to understand the basic concepts of time, space, quantity and casuality etc.




By handling blocks, carts, tricycles and other play equipment, the child soon learns to perceive short distances accurately. Longer distances because they are unrelated to the child’s own body are not perceived. For example, the distance between two trees or the lengths of the street block are extremely difficult for the young child to judge. Not until adolescence can a child perceive long distances accurately, and even then the judgements are often erroneous.



The concept of time is difficult for the pre-school child to grasp. Having had little past that he can remember he has only a scanty basis for conceptualizing notions of past, present and future. Generally, children seem to exhibit a clearer understanding of ‘yesterday’ and ‘today’ than of ‘tomorrow’. The ability to tell at what time a thing happens in terms of another activity appears before the ability to give an actual clock time. Children know morning or afternoon at 4 years, the names of the days of the week, at 5, and what time it is, at 7 they also know what month it is and what season. At 8, they know what year and what day of the month it is, and can name the month correctly.


Conclusion:- By the time they are 5 years old, children can tell what time they go to bed, by 6 when they supper, when they get up, when they go to school, and when afternoon begins. Most children can tell their ages when they are 3 years old. When their next birthday will be at 4 and how old they will be on the next birthday by the time they are 5.