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AS WE TREAT YOUNG CHILDREN FOR THEIR PRESENTING SYMPTOMS, a part of their improvement is often a better "location" in time and space. Their movements oftentimes grow more sure, vigorous, and accurately aimed. The size and relative positions of objects and people seem clearer to them; there is less missing and colliding. As to time, there is less sense that it is "too fast" or "too slow" for them as it passes. It loses some capricious and depriving qualities. They know more of what has happened and will happen to them, and when: they are proud of that. How does this happen? By and large we have not focused upon it. Therapist and child have interacted, largely, each in his own time-and-space frame. The adult therapist has his own, habitual, orientational stands. The 2½-year-old patient, for example, has an entirely different method of orienting himself in space, by physical and psychological sightings of his mother. These must be remade at intervals within a certain time frame. The child does not understand our ways of being in time and space. We have only occasional empathic access to his. Still we manage, as parents and educators and children have always coexisted, in this way. The adult therapist may actively teach the child patient something about our accepted time frames. But in large part, the child simply catches up spontaneously, in successful therapy, on the time/space developmental line, as he does on others. As to space, the child's own actively expanding use of space in therapy is vividly apparent.