Childhood Memory

When I talk about Childhood Memories I have to remark that there is a quite big change between generations. Former generations may say “Everything was better in the past!”. They worked harder, had better manners and were not so lazy. And even I begin so estimate younger people in this way. Sometimes I am amused and afraid at the same time about this procedure.

When we look back in history it was not a given thing in every period that children are beings that have to be protected and supported. Until the 19^th century it was normal that even young children have to work in order to support the parental income. Very important steps towards the recent position of children within our society were the compulsory education and the prohibition of child labour. Unfortunately, even nowadays this is not yet established in every country of the world.

In my considerations about Childhood Memories I will refer to the theories of Erik H. Erikson. He created different development stages of identity in life. There, the human and especially the child is confronted with various tasks or challenges that are important for the concerning individual.

In the first stage, the Infancy, you can see Trust versus Mistrust. Erikson asserts that Babies, who experienced affection and care learn to trust other people, while babies who were educated with “emotional distance” are rather mistrustful towards the world. In the Early Childhood, the second phase, you can recognise Autonomy versus Shame and Doubt. Kids, who were encouraged to behave independently and to explore their environment are more able to solve problems and tasks. Contrary to this, kids who feel restriction doubt their own skills and have less self-confidence. Opposing aspects of the third stage (Play Age) are Initiative and Guilt. Initiatives of children should be supported and not restricted in order to increase self-esteem. Otherwise, children would be afraid of making mistakes and feeling guilty. The fourth phase encompasses the School Age. Industry and Inferiority are the reverse views. On the one hand there are children who are proud of their abilities and have learned to enjoy different activities. On the other hand there are children with fear of failure. They often feel inferior. In my opinion you could see easily that the first described possibility of every stage of child identity development is the better way to treat or educate children. Fortunately, I could experience these ways from my parents and therefore I also prefer this education for my own children.

Of course parents should prepare their children for adulthood, but they should pay attention that they do not spoil their infancy. We should ensure our children a certain freedom, giving them the opportunity to explore their environment, try to create competences, make their own experiences, learn how to deal with failings and play with the authority of adults.