The results of the study of changes in the biological and social time of preschool children under the influence of early development and training methods are presented. The author assumes the existence of a time lag between biological and cultural processes. This is the reason for the preservation and replication of child-parental practices to accelerate the psy-chological and social time of children in the context of slowing their biological time. The object of the study are children of preschool age and their parents. The aim is to characterize the strategy of overcoming the asynchronicity of biological and social time in children through forced intellectual development. The following methods were used in our research: analysis of the content of websites, forums and blogs devoted to child-parent practices of early development; interviews with par- ents, educators, psychologists of preschool institutions, primary school teachers; secondary analysis of materials of socio- psychological and sociological research related to the topic of the study.