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Abstract: The purpose of this study is to explore the levels and characterist-ics of the development of.children's cognition of time-sequence withina day (morning, afternoon,evening), and its extension (yesterdayevening, tomorrow morning), as well as the relativity of time-sequenceitself, with arrangement of time-pictures and filling blank(s) in pictureseries according to the sequence of time. The subjects' explanations oftheir responses are taken into account. The results indicate:Children of 5 to 6 years of age correctlyunderstand the time-sequence within a day while the 4-year-olds cannot. The cognition of the 4 to 6-year-olds about "yesterday evening","tomorrow morning" and the relativity of time-sequence develops withage, but their levels of development are rather low. The 7-year-oldsknow well the relativity of time-sequence. Children's comprehension of time-sequence is related to their ownexperiences. The development of temporal words and the cognition oftemporal relations facilitate each other, but they do not go synchro-nously.

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