The Chronosensor and its role in teaching and learning is a groundbreaking discovery in educational neuroscience. The chronosensor system is an innate cognitive mechanism within the brain that enables individuals to detect, process, and respond to time-related information.

We are born with a chronosensor (chrono means time) in the brain, which is responsible for gathering chronological and sequencing data, gauging the passing of time and rhythm types of information from the other senses. Chronosensors can be tricked, cheated ormisled. For example, if a task is not enjoyable, it feels like it is taking forever, while it feels as if time is flying when one is busy with a task one

enjoys.

At first this sensor seems to be more latent than active, but this may not be the whole truth. When still in the womb, a baby is exposed to sounds and rhythm, such as the mother’s heartbeat and other bodily sounds, as well as external sounds such as music. I would suggest newborns’ chronosensors are still latent in determining the passing of time, as they cannot yet distinguish between day and night. It surprises parents when their newborn cannot sleep during the night and is awake during daytime, instead of sleeping at night like “all humans” do. Newborns have a steep learning curve to set a sleep routine, as well as other daily and bodily routines, to eventually have their lives synchronised with the universe

in which they were born.

The chronosensor continuously obtains and interprets information regarding the physical position of the sun via the eyes to instil a feeling of time and time passed. It also obtains information from the ears to inform the brain about sounds related to the time of the day, for example, the sounds birds make when the sun rises, which differ from daytime and dawn sounds. This is supported by other sounds that inform the chronosensor what is happening when. It happens simultaneously with the thermoreceptors that inform the chronosensors about the outside temperature as it relates to the time of the day, current weather and season. The chronosensor also draws information from the proprioceptors about body movement and position.

A child’s alignment with the universe can be enhanced and speeded up by undertaking alignment activities such as regularly showing the child where the sun rises and sets. Best is to say to the child that the sun rises in the east and then we have daylight, and it sets in the west and then it is dark. The same with the moon. This can happen from the first month. Later on time can be added for example: “Look, the sun is rising. It is now early; it is 6 o’clock.” The list is endless.

All of the above go hand in hand with clapping hands and singing. It starts by taking the baby’s hand in yours and clapping it on your hand to make a sound that surprises the child. Take note that at first, the child’s hand will be clamped. Later on the child will open their hand, which will result in a clap sound against your palm. The magic words are: “Good! Excellent!” This excites the child. When this is mastered, it is followed by placing the baby on your lap facing away from you. Take their arms, close to the hands, and start inducing clapping. As soon as the child’s chronosensor grasps the game, the child will start clapping by themselves. Always use the magic words after the action. When children are older, say about two to three years, the sounds of words can be clapped as a game, for example: “c-a-t” and “to-ma-to”, which goes hand in hand with singing songs.

The activities above assist in establishing a sound chronosensor basis when the child starts reading, especially when a sound-based approach is

followed towards reading (which is the preferred approach). The chronosensor is already sensitised to discriminate for, example, between /b/ and /d/ sounds.

The long and the short is that learning to read starts long before it is formally taught. The development of the chronosensor is enhanced by using words such as early, earlier, late, later, before, after, now, bigger, smaller, longer, shorter, far, close by, and so on, as well as telling them breakfast starts at eight and it will take 10 minutes. Another example is: “We are driving to town; it is a short trip.”

Talk the child through the process of brushing teeth. Show and tell them what is the process of making tea, even at an age where they still have to be carried on the hip. When driving, show the child beacons such as the stores you visit, as well as towers and mountains as you approach and pass them. When chronoception is continuously enhanced in a child over subsequent years, such a child has an advantage in terms of chrono-literacy. This enables the child to distinguish between today, yesterday and the day before yesterday, tomorrow and so on, as well as knowing when a friend’s age is closer to six years than to five years. As an example, an athlete will not be able to properly run without a fully synchronised chronosensor. The same applies to a soccer player who must synchronise the movement of his feet as they relate to the position of the

ball.

The synchronisation of the chronosensor has ebbs and flows. A typical ebb occurs when a child gets their first wristwatch; the way in which each arm passes a number and moves to the next number is followed with intense observation. In other instances, the feeling of time is non-existing. The ebb-and-flow pendulation becomes part of our lives – sometimes with higher and sometimes with lower frequency.

However, this is not where the chronosensor’s role stops. The chronosensor plays a major role in reading and writing. Words and their sounds

have rhythms, sentences have rhythms, and so do essays, poems, and prose. There are rhythms in maths. A word sum has a rhythm that must be resolved. Likewise sums to factorise and simplify. Pythagoras’ theorem has a rhythm; and so have the sine rule and the parabola.

Learning to read an analogue clock entails more than reading the positions of the hour and minute arms; it is about relating clock readings to

the chronosensor, which is benchmarked against the position of the sun in the universe and rhythms such as breakfast, lunch and dinner times. It also relates to the clothes worn at specific times of the day. For example, pyjamas, school uniforms, leisure clothes.

Reading analogue and digital time constitutes the same time concept. They go hand in hand and should not be learned separately. They should also be benchmarked against bigger rhythms such as month and year calendars, as well as diaries, to make chronological sense.

When teaching TIME, traditional teachers start the lesson by stating the learning objective, such as the following: “Today I am going to teach you how to read time.” This immediately constitutes auditory blindness, because such a sentence does not enable learners to generate a known image in their brains. Auditory blindness is intensified when she says: “A full day consists of 24 hours, but a day from eight in the morning to eight in the afternoon consists of 12 hours.” Once she uses a clock to demonstrate this, learners become visually deaf, as they grasp that she is holding a clock but they cannot grasp the time storyline.

I provide the complete 'Learn-to-read' activity in the foundation phase teacher course.

Like all inborn abilities—such as walking—the Chronosensor develops progressively to reach full maturity.Just as crawling is a precursor to the development of core muscle strength and spatial-vestibular integration, the Chronosensor evolves through exposure to time-based stimuli and sequential experiences. This neurological maturation.

In cases of ADHD learners have challenges such as:

·Poor planning – trouble visualizing the steps needed to complete a task.

·Weak working memory – forgetting tasks, steps, or materials mid-routine.

·Trouble prioritizing – struggling to determine which task is more important or urgent.

Many ADHD learners experience "time blindness"— they have difficulty sensing the passage of time or estimating how long things will take.

·They may underestimate oroverestimate time needed for tasks.

·They often get absorbed in one activity and lose track of the clock.

·Transitions between tasks can be especially hard.

The discovery of the Chronsensor has profound implications for cognitive, emotional, and social adaptation within the foundation phase of education. By fostering an awareness of time, sequencing, and rhythm, young learners develop essential cognitive functions that support problem-solving, logical reasoning, and executive functioning. Emotionally, a well-developed Chronsensor enhances self-regulation and adaptability, allowing children to manage transitions, understand routines, and build resilience. Socially, the ability to synchronize actions, interpret timing cues in conversations, and engage in cooperative play is deeply rooted in the Chronsensor's functionality. Recognizing the role of the Chronsensor in early education enables educators to create environments where children can thrive, equipping them with the foundational skills necessary for lifelong learning and integration into society.

This explains why a newborn's sleep cycle gradually aligns with the day-night rhythm of the solar system. It also highlights the brain’s natural synchronization with environmental patterns, routines, and spatial awareness—a crucial factor in learning and cognitive development.

The Role of the Chronosensor in Reading Time

The ability to read both analogue and digital clocks depends on the Chronosensor's capacity to detect, interpret, balance, and synchronize time-based information. Many children struggle with reading time not because it is a literacy issue, but because it involves an intricate cognitive process governed by the Chronosensor. Recognizing time on a clock requires an understanding of sequencing, spatial relationships, and rhythm—all of which are central functions of the Chronosensor.

Impact on Learning Across Subjects

The Chronosensor plays a fundamental role beyond reading time; it influences:

Mathematics

Mathematical concepts such as sequencing, intervals, patterns, and problem-solving all rely on the Chronosensor's ability to process time-related relationships.

Reading and language

The Chronosensor is essential in decoding rhythm, sound, and intonation in speech, enabling fluent reading and comprehension.

Natural and Social Sciences:

Understanding cycles (e.g., seasons, life stages, historical timelines) depends on the brain’s ability to detect and interpret patterns in time.

Poetry and Music

Rhythm detection in poetry and songs is a direct function of the Chronosensor, helping learners internalize timing and structure in creative expression.

Writing

Structuring a sentence and paragraph effectively requires an innate sense of logical sequencing and flow, all guided by the Chronosensor.

The above goes hand in hand with the Chronosensor's Multi-Dimensional Processing

This discovery reveals how the brain processes time and spce in multiple dimensions:

• 3D – Physical and spatial experiences in real-world interactions.
• 2D – Symbolic representations such as maps, diagrams, and written language.
• 1D – Sequential thinking and the ability to process events in a logical order.
• 0D – Instantaneous insights, abstract reasoning, and non-linear connections.

The above multi-dimensional processing is basis of maths insights as the 3D relates to cube, 2D to square, etcetera.

Why is the Chronosensor Important?

Traditional education often neglects the brain’s intrinsic sense of time and sequencing, leading to teaching methods that work against natural cognitive development. The Chronosensor provides a revolutionary perspective on how time perception, sequencing, and spatial awareness influence learning. By harnessing the Chronosensor’s capabilities, educators can create brain-aligned learning experiences that improve comprehension, retention, and cognitive adaptabilities.

By incorporating Chronosensor-based insights, educators can:

1. Enhance memory retention by structuring lessons around optimal timing strategies.
2. Improve focus and engagement by aligning teaching with the brain’s natural processing cycles.
3. Develop innovative learning techniques that integrate spatial, sequential, and temporal dimensions for deeper understanding.

Conclusion

The discovery of the Chronosensor has profound implications for cognitive, emotional, and social adaptation within the foundation phase of education. By fostering an awareness of time, sequencing, and rhythm, young learners develop essential cognitive functions that support problem-solving, logical reasoning, and executive functioning. Emotionally, a well-developed Chronosensor enhances self-regulation and adaptability, allowing children to manage transitions, understand routines, and build resilience. Socially, the ability to synchronize actions, interpret timing cues in conversations, and engage in cooperative play is deeply rooted in the Chronosensor's functionality.

Recognizing the role of the Chronosensor in early education enables educators to create environments where children can thrive, equipping them with the foundational skills necessary for lifelong learning and integration into society.

The discovery of the Chronosensor has profound implications for cognitive, emotional, and social adaptation within the foundation phase of education. By fostering an awareness of time, sequencing, and rhythm, young learners develop essential cognitive functions that support problem-solving, logical reasoning, and executive functioning. Emotionally, a well-developed Chronosensor enhances self-regulation and adaptability, allowing children to manage transitions, understand routines, and build resilience. Socially, the ability to synchronize actions, interpret timing cues in conversations, and engage in cooperative play is deeply rooted in the Chronosensor's functionality. Recognizing the role of the Chronosensor in early education enables educators to create environments where children can thrive, equipping them with the

foundational skills necessary for lifelong learning and integration into society.

This is a highly specialized field that requires expert understanding and careful implementation. It cannot be entrusted to teachers without proper training and deep knowledge of how the Chronosensor functions in cognitive development. Educators must be equipped with the right tools and insights to effectively integrate this discovery into teaching practices, ensuring that learners benefit from a scientifically grounded approach to education.