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Abstract
This study focuses on the development of the understanding of historical time of pupils in primary school. We present a developmental model with three stages: emergent, initial and continued understanding of historical time. Based on this model, we constructed an instrument to measure how pupils aged 6–12 perform. The participants were 1457 pupils from 7 Dutch primary schools. The analysis of the data showed that in all three stages pupils in higher grades significantly outperformed pupils in lower grades and that pupils’ performances were influenced by the variables gender and parents’ education. In all grades, there seemed to be room for improvement, especially in the lower grades (ages 6–9) where pupils have hardly had any teaching on the understanding of historical time. However, in the higher grades as well (ages 10–12), pupils could improve on the level of continued understanding of historical time.