Time, models and narratives: Towards understanding the dynamics of life

Whereas Rudolph's (2006a) article provides a discussion of mathematical models of time, Yamado and Kato (2006a) present a particular image of time-circular time-as a key feature of an entirely different model of temporality, namely people life-span narratives. In the present article, I attempt to apply some aspects of Rudolph's models to actual developmental research, namely math learning by children in special education, social development, attachment and the timing of puberty The dynamics of these processes require not only an understanding of how they unfold in time-and which model of time to choose in order to adequately describe them-but also an understanding of the participants' narratives, in an attempt to understand their actions as intentional, with concerns or goals that determine their sequencing and timing. I conclude by saying that, metaphorical or not, the models and narratives presented in the key articles by Rudolph and Yamada and Kato have contributed to at least my own understanding of developmental dynamics by providing particular challenges for reformulating existing issues.