Abstract
This paper focuses time as a key concept for historical learning in the context of inclusive education at primary school level. Based on an overview on inclusive pedagogy and subject-specific inclusive pedagogy a structure for pedagogical reflections is proposed which allows to reflect on educational practice on time at primary school level by interconnecting reflections on personality, sociality and complexity. It is argued that it is not only children's unique and diverse starting points and learning strategies that are significant in connecting children's approaches to time with the curriculum-based requirements, but also the similarities among them in order to unfold the complexity and the fundamental meanings of a foundational concept such as time. Summarising, considerations are made on time as a possible link between child-centeredness and world-centeredness in inclusive education.