This study focuses on the development of the ability to talk about events in time -- to specify occurrence in time with reference to the present as well as to locate events in time with reference to each other. The child's learning of how to mark the different kinds of relationships between two events is discussed. This study of current relevance involves use of constructions that permit reference to a time other than the event time in order to make some statement about event time and the event itself. A number of linguistic means used by the subjects in making utterances "currently relevant" are reviewed. Primary concern is with the young child's early use of adverbial particles to encode this type of relevance. These particles are non-explicit means of encoding relevance. They mark the predication as being relevant to two or more points in time without altering the core propositional meaning of the utterance and without specifically mentioning the two times in full surface propositions. The study of these particles has semantic, syntactic, and pragmatic application to the study of language acquisition. (Author/JK)