pleasure of childhood essay with quotations

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The Pleasures Of Childhood (Essay Sample)

People create different memories according to their age, social status and the environment around them. Therefore, one of the best memories is created during someone’s childhood because children do not have a lot of things to worry about. As well, children get a lot of attention from the people around them. In addition, the emotional memories that a child goes through have less impact on their life because their mind is still developing and have less ability to remember what they go through. However, after the age of approximately three years, the child begins to keep most of the happy and happy moments that they go through in life. It is such memories that remind them of their childhood life.

The responsibilities in a person’s life keep on increasing as they grow up due to the changes in demands and the opening of the world around a person. Therefore, this causes a child to feel attached to their childhood memories even more as compared to how they used to be when they were young. The changes in demands and the overwhelming feeling that comes with increased responsibilities in life cases a child to seek the refuge that they need from their childhood memories. The reason to this is that most of the childhood memories are dictated by a care free world whereby an individual has little to no responsibilities to worry about such as providing for a family or going to work. A child’s life is all about eating, playing with friends and being happy.

I still have fresh memory regarding the warm summers whereby my parents could take me to the clean beaches and I could run all over the white sands with my friends. As well, we could go catch sparrows, cage them and finally set them free. Right now, this could sound unreasonable but as a child, the caging of the sparrows could give me a feeling of being powerful. In addition, the act of freeing them would make me realize the generosity in me hence this brings back a happy memory.

Besides, my childhood has a lot of memories that make me smile whenever I think of them. A good example is the case of a juggler and monkeys. I used to enjoy the tricks that monkeys played in order to attract their loved ones. At the end, the two monkeys could jump backward as a sign of living happily together. There is nothing good like seeing such creatures being happy because it reflects the extent to which human beings should emulate such happiness and live a happy life with one another. A human being has the knowledge to differentiate what is good and bad and therefore, they should not be caught in unhappy situations out of their own will.

Concisely, a lot of poetry work such as that of Wordsworth has reflected a great praise of childhood memories. According to the poet, many are the times that he thought of his childhood memories and realized that there is need to be happy in life because once a person has grown up then there is no going back to childhood again. Therefore, everyone should treat children to the best of their ability to ensure that they are happy because such memories have a great impact on the kind of person that the child will grow to become. A good example is a case whereby a child goes through child abuse while still young. As a result, such memories keep crossing their minds hence bringing an unhappy feeling in their life. Every child has their childhood memories that determine how happy or unhappy their lives will be.

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✍️Essay on Childhood: Samples in 100, 150 and 200 Words

• Updated on  
• Nov 2, 2023

Essay on Childhood: How was your childhood? I bet it was full of adventure, fun and joyful activities. Agatha Christie has rightly said – ‘One of the luckiest things that can happen to you in life is, I think, to have a happy childhood.’ Childhood memories are considered one of the most beautiful days one can ever experience in their life. Those are the days one can never forget. Well, no amount of words can describe those good old days. Today we will highlight the importance of childhood with some essays on childhood which you can use anywhere.

Table of Contents

• 1 Importance of Childhood
• 2 Essay on Childhood in 100 Words
• 3 Essay on Childhood in 150 Words
• 4 Essay on Childhood in 200 Words

Importance of Childhood

Childhood is life’s early stage of development where growth and changes rapidly take place A child needs to be nurtured and loved by all their family, friends, and teachers around him. At the same time, the child must have a healthy childhood to have a better mental health lifelong.

Childhood is that stage where young children get to learn about themselves as well as their surroundings. Early childhood is the best time to learn about developing good habits that will help them shape their future and at the same time be good human beings. Children should get into the habit of eating healthy food, getting fresh air, drinking plenty of water and finally doing a lot of exercise. By doing so, this will help them to grow into resilient adults who will be able to handle any situation.

Moreover, a child’s childhood is that period of their lifetime when they get to develop their personalities. Also, it is the time when they must be exposed to a variety of situations to develop into responsible people. It is important to remember that childhood is a time when children learn from their experiences and mistakes, explore various opportunities and create memories from them. 

Also Read: Essay on the Importance of the English Language for Students

Essay on Childhood in 100 Words

Childhood is that period when a child is considered to be one of the most carefree and joyful. In this period, a child has a lot of innocence, an unlimited number of opportunities and is naive. 

Some of the best childhood memories one can have are learning new things, playing with their friends, spending time with their family and finally learning skills which will help them lifelong. We all can recall those days when we used to play various types of games with our friends in the evening after school. The excitement of finishing our studies and going out, those days of watching our favourite TV shows can never be forgotten. 

Apart from all the fun days, childhood is the best time for personal development. We pick up the skills necessary such as communication skills and engage with the world. Each of us develops our distinct interests.

Also Read: Essay on Save Environment: Samples in 100, 200, 300 Words

Essay on Childhood in 150 Words

We all remember that magical period of our lives- Childhood. It was that time of our lives when the world around us was full of excitement when we were surrounded by our close ones and had nothing to worry about. Those days when all we had to do was study, meet friends, go to school and play outside. We all had created our exciting worlds. 

One of my most treasured childhood memories is, spending time with family and friends. Those days when we would visit our grandparent’s house, listening to stories during vacations is another of the best memories. All these memories have led to the creation of a unique bond between our family and who we have become as adults.

Apart from all the memories, childhood is the most important period of our lives when we get to learn new things and mould ourselves. It is rightly said that what we learn during our childhood days we get to carry throughout our lives.

How beautiful was that period, when we got to cultivate our talents, pick up new skills, and create our own distinct identities 

Also Read: Essay on Unity in Diversity in 100 to 200 Words

Essay on Childhood in 200 Words

Childhood is a magical period of one’s life. Those days of innocence, fun and endless possibilities, oh, how can one forget that It is now that we wish that we had the chance to relive that period once again? How can we forget that time when we created an endless amount of memories which will last a lifetime?

Gone are those days when we fought with our parents to buy us toys or play. With time, the definition of childhood has also changed. Children in the 21st century will now have a unique childhood experience, shaped by the technological advancements and social changes of our time. Now, children have access to information on their electronic devices (iPads/Phones). How can we forget, that children now prefer to use smartphones for entertaining themselves rather than playing outside? 

Despite these changes, the meaning of childhood can change no matter if the way of living has changed. Growing children still crave the love, support and guidance which will help them to be responsible adults. 

To conclude, everybody’s childhood is a priceless period. Parents and other adults who care for children contribute to their joyful and fulfilled childhood by showing them love, support, and guidance.

Related Articles

The time of life from birth to adolescence is known as childhood. It is a period of fast-paced cognitive, emotional, and physical growth. During this period, children learn and develop, acquiring the knowledge and skills necessary to succeed as adults.

Early experiences have a significant impact on how the brain develops in children.

There is no specified age for childhood. It depends on the person’s brain development. A person aged 18 or 21 can be considered as a child than someone who is 16 or 17.

For more information on such interesting topics, visit our essay-writing page and follow Leverage Edu ! 

Malvika Chawla

Malvika is a content writer cum news freak who comes with a strong background in Journalism and has worked with renowned news websites such as News 9 and The Financial Express to name a few. When not writing, she can be found bringing life to the canvasses by painting on them.

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Childhood Essay for Students and Children

500+ words essay on childhood.

Childhood is the most fun and memorable time in anyone’s life. It’s the first stage of life which we enjoy in whatever way we like. Besides, this is the time that shapes up the future. The parents love and care for their children and the children to the same too. Moreover, it’s the golden period of life in which we can teach children everything.

Memories of Childhood

The memories of childhood ultimately become the life long memory which always brings a smile on our faces. Only the grownups know the real value of childhood because the children do not understand these things.

Moreover, Children’s have no worries, no stress, and they are free from the filth of worldly life. Also, when an individual collects memories of his/her childhood they give a delighted feeling.

Besides, bad memories haunt the person his entire life. Apart from this, as we grow we feel more attachment to our childhood and we want to get back those days but we can’t. That’s why many people say ‘time is neither a friend nor a foe’. Because the time which is gone can’t come back and neither do our childhood. It is a time which many poets and writer praises in their creations.

Importance of Childhood

For children, it has no importance but if you ask an adult it is very important. Moreover, it a time when the moral and social character of the children develop. In this stage of life, we can easily remodel the mindset of someone.

Also, it is very important to understand that the mindset of children can be easily altered in this time. So, we have to keep a close eye on our children.

Get the huge list of more than 500 Essay Topics and Ideas

What Should You Do in Childhood?

In childhood, one should need to enjoy his/her life without any worry. It is a time in which one should have to take care of his diet, his health, and immunity. Besides, the children should be taught to be neat and clean, to eat, read, sleep, play, and to do exercise regularly and these things should be in the habits of the child.

Moreover, we should try to influence children to start productive habits such as reading, writing that should help them in later life. But the books they read and what they write should be carefully checked by the parents.

Care for Everyone

Children are like buds, they care for everyone equally without any discrimination. Also, they are of helpful nature and help everyone around them.

Moreover, they teach everyone the lesson of humanity that they have forgotten in this hectic lifestyle of this world. Besides, these children are the future of the country and if they do not grow properly then in future how can they help in the growth of the nation .

In conclusion, we can say that childhood is the time that makes our adulthood special. Also, children’s are like pottery vessels whom you can shape in any way you like. Besides, this their innocence and helpful nature gives everyone the message of humanity.

Most importantly, they learn by either making mistakes or seeing their elders.

FAQs about Childhood

Q.1 Why childhood is the best period of life? A.1 It is the best time of life because the memories that we make in our childhood always brings a smile on our face. Also, it is the time when the character of the child is shaped. Besides, it also is the best time to understand life and gain knowledge.

Q.2 What is the most important characteristics of a child? A.2 According to me, the most important characteristics of a child is his innocence and helpful nature.

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Essays About Childhood Memories: Top 5 Examples

Our childhood memories are often some of the most cherished experiences of our lives, so if you are writing essays about childhood memories, you can start by reading our essay examples and writing prompts.  

Childhood is the period in our lives when we learn about our feelings, social skills, and the world around us. When we think of our childhood, we remember the years when we learn the most basic life skills, from being able to talk to the difference between “good” and “bad.”

Many fondly look back on their childhood memories, recalling when life was much more straightforward. They remember their parents, grandparents, favorite foods, friends, and essential experiences, among many other things. It is easy to imagine the idyllic, innocent life most of us had before, especially in our challenging times. 

If you want to write essays about your childhood memories, go over the essay examples, and writing prompts featured below. 

1. Happy childhood memories – and an old mix-tape by Séamas O’Reilly

2. favorite childhood memory by david dziegielewski, 3. a reflection of my childhood by shivani bajaj.

• 4.  I Would Have Liked Childhood More Without the Pressure to Grow Up by Jane Coaston

5. Lessons from my mother: A reflection on motherhood by GraceAnna Castleberry

1. your favourite childhood memory, 2. the importance of positive memories from childhood, 3. memories of your childhood home, 4. important figures from childhood, 5. the value of childhood memories, 6. childhood vs. adulthood, 7. childhood food memories.

“For the last few years I lived here, I was the same height as I am now, so why am I astonished at the low hang of countertops, or that I can catch my reflection in the mirror that hangs high on the wall? Sometimes peering at that tired, but devilishly handsome, man in the mirror evokes the same, bittersweet feeling of vertigo you get from visiting your old primary school, as you stand 3ft higher than you’re supposed to, like some befuddled Lemuel Gulliver.”

In his essay, O’Reilly reflects on his time visiting his father in his childhood house. He recalls his memories inside the house alongside his son’s experiences today and how they are similar. He also explains how pleasant it is to be in the house again, as it evokes warm, cozy memories of his upbringing. While much has changed about the house, every visit remains as nostalgic as ever.

You might also find these essays about camping trips helpful.  

“I always smile when I remember fishing with my Father. Many years have now since passed since those Saturday morning fishing trips. Time has taught me that the bond between Father and Son is what made those memories special to me. Now when I close my eyes I can remember those days since passed with joy and with a remembrance of the love I have for my Father.”

In this short essay, Dziegielewski describes memories of fishing with his father. He recalls every detail, from the fresh smell of the lake to the sound of a fishing bobber. Most importantly, however, he remembers how his father taught him the skill of fishing. This made him love his father, even more, allowing him to look back on these memories fondly.  You can also check out these essays about development .

“Water also drives many of our decisions — from the seafood we eat to our most romantic moments, and from where we live, to the sports we enjoy, and the ways we vacation and relax. We know instinctively that being by water makes us healthier, happier, reduces stress, and brings us peace.”

Bajaj recalls a memorable experience in which she dove into a deep pool after her mother had told her not to. She remembers the feelings of curiosity and excitement she felt and how despite her nearly drowning, she remembers that time happily. Reflecting on the memory, she also explains how water has helped her become more satisfied, peaceful, and happy. Our childhood memories shape us and provide us with the basis for the rest of our lives.

4.   I Would Have Liked Childhood More Without the Pressure to Grow Up by Jane Coaston

“I felt like I was given no time for trial and error. My choices were either to make the very selective local club soccer team or never play the sport again, be a genius or give up. Because being bad at anything was the worst possible sin I could imagine committing.”

Coaston writes about a more negative aspect of her childhood: the constant pressure to “not be a kid anymore.” She recalls several things expected of her, including having exceptional grades while being athletically gifted at the same time, with “no time for trial and error.” She feels everything was expected of her, and she did not have time to discover herself by making mistakes. She wishes parents would not rush their children along and let kids be kids for a while.  Check out these essays about growing up .

“I remember calling home once when I was spending the night at a friend’s house. I was homesick and just wanted to come back home. It was near midnight, but my mom drove over and picked me up. It was in these little moments that I especially felt loved. These were moments when I really needed my mom, and she was there for me. As a mother of a one-year-old now, I treasure these moments too.”

In her essay, Castleberry recalls her childhood memories involving her mother, including ones in which her mother entertained her and her friends and picked her up from a late night at a friend’s house. She remembers the small things her mother would do for her and how she was always there when she needed her. In raising her daughter, Castleberry strives to be the same mother that her mother was for her. 

7 Writing Prompts On Essays About Childhood Memories

Think back to one beloved childhood memory and retell the story in your essay. Then, describe all of the details you can recall, such as; who was involved, where the memory took place, what events transpired, and why it is such an important memory. Next, provide context by explaining the circumstances behind the memory, and most important of all, be sure to explain how this memory made you feel. Finally, use descriptive language to convey why this memory is your favorite.

Whether good or bad, people say childhood memories are crucial to who you are today. Why is this the case? In your essay, write about the value of keeping your childhood memories close. Then, write about any lessons you learned from them, and include a mix of supporting details from research and your opinions. 

Describe the home you lived in as a child- the layout, the neighborhood, the living conditions, and whatever else you can think of. Did you like it? Write about how it compares to your current home, and if you still live in the same place today, describe how it has changed from before and how it is similar. 

You can also write about a childhood figure who impacted you, such as one of your parents, grandparents, uncles, or aunts. Explain why you remember this person so well and the impact they have had on your life. For inspiration, you can look through an old photo album with photos of that person. 

Recall your childhood and think about this: overall, is it a childhood others would enjoy? Did you have a “good” childhood, or If there is anything, you can also include things you would change about your childhood you could. In this essay, delve into the value of your childhood memories and write about any that impacted your life for the better.

Compare yourself now to how you were back then. In most cases, much has changed; however, what similarities do you see between you now and in your childhood memories? If you wish to be more like “childhood you” in some ways, explain these as well. 

For a fun essay, write about your favorite food growing up. Include a brief description of how to prepare it and perhaps some of its history. What significance does this food have to you? You can also write about any memories you associate the dish with, as these might explain why you enjoyed that food so much. 

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Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

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• Childhood Essay

Introduction

Often it is heard from many renowned persons that they want to go back to their childhood days. Actually, we all want to do that. Childhood is that stage of life which we can enjoy- – the part of life which we cannot get back however much we want. Our future is built up on the basis of our childhood. Our future is shaped by our parent’s love and care. It is the actual time when we can teach our children what is right and what is wrong. Childhood is the time when the foundation of our life is built on the pillars of right values and principles.  

Memories of the Childhood

Childhood is the most unforgettable time period of my life. Everyone has childhood memories, remembering those memories brings peace and the feeling of delight. They are one of the most valuable for an individual.

In our childhood, a child does not have any worries about the modern world and when an adult recalls his/her memories of that careless phase of one’s life, they get a chance to forget their current pressure and stress that they are facing in the present life, even for a moment. People become very attached to their childhood memories especially in the later stage of their life and want to go back in time to re-experience their childhood but sadly can’t.

Importance of Childhood

The childhood memories we gather stay with us throughout our life. Anytime they can bring happiness in our life when we are down. The actual value of childhood can only be understood by the grownups because children are not capable of realizing the importance that this period brings with it. 

Children are free from all the worries, hazards of a busy life, and stresses in this world of uncertainty. We, the grownups, feel delighted when we recollect our childhood memories. But it is obvious that every memory of childhood days can’t be good. There may be some unwanted memories which can haunt a person his entire life. When we grow up we miss every single day of our childhood period. Our life is fully dependent on time. The time that has already passed cannot be brought back and so can’t our childhood. The innocence and careless days of childhood are what makes even poets and writers cherish those days and praise them.  

Children may fail to realize what golden moments they are passing through only until they reach adulthood. For an adult the best days of his life were spent while he was a child and it is during his stressful days he longs for the lost time. This is when the significance is best realised. The moral and social character of a child is developed in this time. In this time, the parents can easily alter the mindset of the children and make them differentiate between right and wrong. The minds of children are like clean slates on which any story, pleasant or harsh, can be written easily. 

Childhood is the time when a child’s diet must be apt to develop his health and immunity. The proper habit of eating, reading, sleeping, doing exercise, and to be neat and clean must be taught in this phase of time. It is also the best time for a child to engage in any creative activity like drawing, singing, etc. or sports for these will be with him when he grows up and works as a stress buster. 

We adults also have a thing or two to learn from children. They care for every people without any discrimination. They are also very helpful in nature to the people surrounding them. We can learn the lesson of humanity from children. Children are to be treated as the future of the country and they are the biggest part of a developing nation. Thus, they must be nurtured accordingly. 

A happy childhood makes for a successful adulthood. Children are like vehicles without any proper destination. You can drive them in any direction you want. Children are the representatives of God. They are the most innocent human beings in this world. It is us who can give them a beautiful future. If they have made some mistakes we should rectify them instead of misbehaving with them. Today’s child is tomorrow’s responsible citizen. 

FAQs on Childhood Essay

1. What are the Memories of childhood and why are they important?

The memories attained in childhood are one of the most valuable memories of a person's life, they eventually become the life-long memories which bring a smile to the face every time one is reminded of it. But most children can’t care less about those memories, only after one passes this stage of childhood and when he/she enters adulthood, they begin to realise the real value of childhood.

When a person collects good memories of his/her childhood, they get to experience a delighted feeling. But bad childhood memories can haunt a person for his whole life.

2. Explain the Importance of childhood in detail? 

Childhood carries no memories for a child but for an adult it has enormous importance. The time spent in childhood is what shapes the moral and social character of an individual. In this stage of life, the mindset of a person can easily be altered to whatever extent. Remodelling of the mindsets of an individual can easily be done, so a close eye should be maintained on the children, like where they go, what they watch or hear, or who they meet with.

In childhood, a child does not have any worries, hazards of the modern world and when an adult recollects his/her memories of that careless phase of one’s life, they feel very delighted.

3. Why is childhood considered to be the best period of life?

Childhood is the time when the social and moral character of a person gets its shape. In this stage of time, the mindset of an individual starts to form. The memories of childhood are a precious asset for most of the people out there. When a person recalls the memories from their childhood, they get to experience the feeling of being delighted.

In the childhood phase of an individual, they are completely free from the worries and hazards of the busy and stressful daily life of an average individual; children may fail to realise this precious moment of theirs as they had not faced the hardships that  comes with being an adult.

4. What should a child do in his/her childhood?

In childhood, a child must live and enjoy his/her life without the worries or stress of the modern world. In this stage of life, the person surrounding the child should try to influence children to start developing productive habits such as time management, reading, and writing. Developing such habits early in the life of an individual will enormously help the individual in the later stages of the life. 

Special care should be given to the diet, health, and immunity of the children and should be taught to be neat and clean, to eat and sleep at the right time. They should play to their heart's content. They should also do exercise regularly.

5. What are the most important characteristics of a child in its childhood?

The most important characteristics of a child in its childhood are the innocence that they harbour and helpful nature. They are helpful towards everyone without any kind of discrimination.

The best part of childhood is that the child’s character is still in the development phase and it can be formed in any way depending on the surrounding environment of the child. Special care should be given to the child in this time period for the safe development.

• Child Development

Childhood Happiness: More Than Just Child's Play

The lasting value of childhood happiness..

Posted January 13, 2012

• Understanding Child Development
• Find a child or adolescent therapist near me

How happy was your childhood ? A seemingly simple question can be more complicated to answer than one would think. Most people are able to think of a wide array of events, activities, people and things they encountered during their childhood. Some memories are happy, and some sad, upsetting, or frightening. Is the impression we have of our childhood happiness the sum of all that we have experienced or primarily a function of the good or the bad?

It isn't clear how accurate childhood memories are. Many of them are incomplete and have been influenced by the retelling, input from others, and viewing photographs and souvenirs. Our understanding of childhood events can be quite different when viewed from the adult perspective. So, impressions of childhood are not necessarily accurate reflections of the quality of that time period. An individual can remember childhood as better or worse than it really was. While the events themselves can have an impact on psychological well-being during adulthood, one's perception of the events can also influence well-being.

For example, believing that you were cheated of the things, experiences, love or acceptance that every child deserves can negatively impact relationships and feelings of adequacy and belonging. Recent research suggests that the impression of having had a happy childhood is associated with greater social connectedness, enhanced sense of self, and healthy behaviors. Adverse impressions of childhood are related to greater difficulty in relationships, self-insight, and dealing with distress.

An incredible amount of attention has been devoted to how children should be raised. Parents can seek advice from experts in books, magazine articles, on television and websites. Parents want to know how much of their children's time should be spent in educational endeavors, sports, creative arts, and recreational activities. Which toys, games, smart media, television programs, exercise, music, and role models are safe, acceptable, beneficial, or harmful?

Recent research is beginning to explore the extent to which different aspects of childhood are associated with an individual's impression of how happy her or his childhood had been. Impressions of childhood happiness are related more closely to social events and activities than to more solitary ones. For example, having a party for a special occasion is important to the memory of having a happy childhood, whereas getting things a child had wanted such as toys and games is not. Family traditions, praise from a family member, and interacting (doing things together, sharing secrets, etc.) with siblings, friends, or trusted adults are all important to establishing a happy childhood. The time a child spends entertaining him or herself by playing video games, watching television, hiking, fishing, drawing or listening to music contributes less to the sense of childhood happiness.

Parents worry about unhappy or adverse experiences that can happen in childhood. Again, the social or solitary nature of problems is important. For example, serious health problems or academic difficulties are not strongly related to the sense of how happy one's childhood had been, whereas witnessing parents argue, being bullied, or being rejected by peers contribute to a sense of having had an unhappy childhood. Children can't be protected from every adversity, but attention to their feelings can make a difference. While separation from a loved one is an unhappy experience, feeling lonely is more important to the adult sense of having been unhappy as a child. Similarly, children are not always satisfied with their physical appearance, but changing what they can by losing weight or trying a new hairstyle can lessen the emotional impact.

Parents can observe their children's activities and their performance in school, sports, music or art. What is not as obvious is how their children feel about the events and experiences, and how they feel will be more important in shaping their view of childhood happiness. It is more important that a child feel proud of an achievement or pleased with their performance than being selected for a team or receiving an award.

It isn't possible to ensure that a child will experience only success and happy times. But recent research suggests that the role of other people and how children feel can be more important than the events. Getting things a child wants, academic issues, or failing to make a sports team are not strongly related to the adult perspective of childhood happiness. It is feeling loved by parents that makes the most influential contribution to childhood happiness. As adults, we no longer feel that the number of toys, sports trophies, or top grades we received as children were as important as we thought. What is important to us as adults is knowing that we shared joys and sorrows, successes and disappointments with people who loved us. Long after our memories of toys, gifts, test scores have faded, the feelings of trust, comfort, reassurance, and love remain.

Krystine Batcho, Ph.D. , is a professor at Le Moyne College in Syracuse, New York.

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Research on the childhood roots of adult happiness: an annotated bibliography, just how much can parents influence the happiness of their children read this discussion of what research has to say..

The key to happiness. Does it exist? What if you could give such a gift to your children? Believe it or not, scientific research suggests you can. Lost amid headlines about preschoolers on anti-depressant drugs and teenage suicides is the good news that parents can and do make a difference with regards to their children's happiness--now and later in life. This article reviews current research on the foundations of emotional well-being to reveal how parents can establish the roots of adult happiness in their children.

Happiness certainly comes to some people more easily than it does others, but nature does not trump nurture when it comes to well-being. Only about half of a child's overall level of happiness is determined by her genetic make-up. [1] A large team of child development experts recently summarized current thinking regarding the nature vs. nurture debate:

Virtually all contemporary researchers agree that the development of children is a highly complex process that is influenced by the interplay of nature and nurture. The influence of nurture consists of the multiple nested context in which children are reared, which include their home, extended family, child care settings, community, and society, each of which is embedded in the values, beliefs, and practices of a given culture...In simple terms, children affect their environments at the same time that their environments are affecting them...At every level of analysis, from neurons to neighborhoods, genetic and environmental effects operate in both directions. [2]

Nature and nurture are both important determinants of happiness; furthermore, they are inextricably intertwined. As the primary nurturers of their children--and because they have at least some measure of control over the environments and contexts in which their children are raised--parents have a tremendous impact on whether or not their children grow up into happy adults.

The primary components of a happy life

While at first this may seem tautological (what makes a happy life is happiness) there is a range of positive emotion beyond just happiness. Gratitude and love, for example, are not the same than happiness, and yet they contribute as much or more to a happy life as happiness does. So a happy life is, for these purposes, an abundance of positive emotions and those things that make positive emotions easier to come by. Pleasurable experiences, such as a funny movie or a day at the beach, can trigger positive thoughts and feelings. Fulfilling activities, like the exercise of unique strengths and talents, can lead one to achieve "flow," that state of peak performance studied by psychologist Mihaly Csikszentmihalyi (pronounced "chick-SENT-me-high"). Happy people also have meaningful relationships with others and the strong social skills and high emotional intelligence needed to form them. [4]

The primary components of a happy life--positive feelings, flow and fulfillment, emotional intelligence and strong social bonds--are deeply intertwined. Experiencing and expressing positive emotion is at the heart of almost all love and friendship. [5] Emotions, if they are positive, can contribute to the growth of new skills and competencies (and therefore flow and fulfillment); if they are negative, they often undermine such growth. [6] Emotional intelligence enables children to read other people's body language, facial expressions, and social cues--which in turn helps them form strong social bonds. [7] Positive thoughts and emotions protect people from negative emotions like fear, melancholy, and anxiety, allowing them to fully invest their mental energy in activity which will promote flow, mastery or gratification. [8] This article briefly separates the childhood roots of adult happiness from each other so parents can better understand how to help their children live meaningful, joyful lives.

Positive thoughts and emotions

So how do we help children have more positive thoughts and emotions? Seligman shows that positive thoughts and emotions can be broken down into those about the past, such as gratitude and forgiveness; those about the present, such as the enjoyment of life's pleasures; and those about the future, such as excitement, faith, trust, optimism, and hope. Parents can increase the positive thoughts and emotions children feel about the past by making positive reflection habitual. Rituals that encourage children to express gratitude and thankfulness will do just this. Equally important is teaching your children to forgive, which ultimately turns anger and other negative feelings about the past into neutral or even somewhat positive memories, which researchers have shown makes life more satisfying. [12]

The lightening-fast pace of our lives threatens the positive thoughts and emotions we might otherwise feel about the present. [13] Children can be taught to slow things down in order to really "savor" life's pleasures. According to Seligman, savoring is the Buddhist-like "awareness of pleasure and of the deliberate conscious attention to the experience of pleasure." [14] Making such slow-down-and-enjoy-life time habitual in childhood will make for a happier child and form habits for a happier adulthood.

Parents can also help children create more positive thoughts and emotions towards the future by teaching them to be optimists. Learning to be an optimist means learning to recognize and then dispute negative or pessimistic thoughts. It also means helping children change the way they view negative life events: pessimists see the bad things in life as permanent and pervasive, while optimists see negative events as transient, specific to that one situation, and not personal. [15] Importantly, research shows that while some people are, of course, more inherently optimistic, others can learn optimism. [16] Helping children process inevitable negative life experiences optimistically will allow more space for them to have positive thoughts and emotions about the future.

Other positive thoughts and emotions about the future should also be encouraged. Excitement and hope can be supported through routines which encourage children to express their hopes for the future and their excitement about coming events. Opportunities to develop faith can be provided for children, for example, through regular attendance at religious activities. [17] And trust is a positive emotion parents can develop in their children by ensuring that they and other caregivers are always deserving of their children's confidence.

Flow, fulfillment and gratification

[A] person in flow is completely focused...Self-consciousness disappears, yet one feels stronger than usual. The sense of time is distorted: hours seem to pass by in minutes. When a person's entire being is stretched in the full functioning of body and mind, whatever one does becomes worth doing for its own sake; living becomes its own justification...Only after the task is completed do we have the leisure to look back on what has happened, and then we are flooded with gratitude for the excellence of that experience--then, in retrospect, we are happy. [18]

Flow comes to us when we face a clear set of goals that require well-defined responses. The challenge at hand needs to be neither too difficult given our skill-level, nor too easy. "If challenges are too high," writes Csikszentmihalyi, "one gets frustrated, then worried, and eventually anxious." When challenges are set too low, we eventually get bored and lose our focus. [19] Unlike pleasurable activities, which are relatively easy to engage in (like going out for dinner), gratifying activities are the application of one's unique strengths and so are more difficult to come by (like cooking a gourmet meal at home).

Researchers have shown that "early environments that facilitate competence and a sense of personal efficacy" foster children who flourish. [20] Children find flow and fulfillment in environments that encourage them to exercise their personal strengths; Seligman recommends that parents facilitate this in part by acknowledging, naming, and rewarding the strengths children display. [21] Chores and other must-do activities can be tailored to reflect children's unique abilities--a child who is inherently nurturing, for example, can be in charge of getting his little sister dressed. This would both help him develop a strength (the ability to love and be loved), and make the chore gratifying. He may even achieve flow while doing his chores! By encouraging children to spend more time engaging their strengths in gratifying activities, parents help steer them towards a meaningful and joyful life.

Family time and interactions are also important in helping children achieve flow. Csikszentmihayi found that teenagers who find flow on average spend four hours a week more than other teens interacting with their family. "This begins to explain why they learn to enjoy more whatever they are doing," writes Csikszentmihayi. "The family seems to act as a protective environment where a child can experiment in relative security, without having to be self-conscious and worry about being defensive or competitive." [22]

Another important skill parents teach children is how to deal with free-time and solitude in a way that promotes fulfillment and flow rather than loneliness and depression. Many studies have shown that people are more likely to feel depressed when they are alone; this is thought to be because without other people around to interact with, those who lack internal motivation lose the external motivation and goals other people provide them. As their mind loses its sense of purpose and begins to focus on thoughts that make them anxious, people often seek out stimulation that will screen out anxiety-producing thoughts--such as having a drink or turning on the television. [23]

According to Csikszentmihalyi's research, we rarely find flow in passive leisure activities such as watching television. Children learn to achieve flow when they are encouraged to participate in the kinds of activities likely to produce it, namely those that both challenge them and provide clear goals and immediate feedback. Free-time should be meaningful--either work or play, but not neither. The idea is to ensure that children understand which components of their lives they really enjoy, and which cause them stress and sadness; guided daily reflection can help generate such understanding. When children habitually engage in activities that develop their strengths and help them find flow, they will both be happier children and be poised to know what careers and activities will provide them fulfillment as adults.

Relating to others and the importance of emotional intelligence

How well children establish relationships with other children matters to their well-being both in childhood and later in life. [27] Children consistently rejected by their peers have more problems; for example, they are more likely to get in trouble with the law, to do poorly in school, or to have psychiatric problems as adults. [28] David Myers, in his exhaustive work on the links between marriage and happiness, concludes that "there are few stronger predictors of happiness than a close, nurturing, equitable, intimate, lifelong companionship with one's best friend." [29] So how do parents help their children develop the emotional intelligence and social skills they need to establish such strong social bonds?

Emotional intelligence and social competence are rooted in the parent-child bond. Studies show that when parents and caregivers pay close attention and respond to the emotional cues expressed by their children, children learn to regulate their emotions better. [30] Such parental responsiveness is at the heart of secure attachment relationships between parents and young children, and researchers have paid a great deal of attention to how secure attachments contribute to social competence. [31] Findings show that infants and toddlers who are securely attached to their mothers or their daytime caregivers are more mature and positive in their interactions with others. Children who have secure attachments with both their mothers and their caregivers are the most socially skilled of all. [32] "Securely attached young children compared with their insecurely attached peers have an easier time developing positive, supportive relationships with teachers, friends, and others whom they encounter as they grow up." [33]

Research also shows that securely attached children "have a more balanced self-concept, more advanced memory processes, a more sophisticated grasp of emotion, a more positive understanding of friendship, and they show greater conscience development than insecurely attached children." [34] It goes without saying that parents should do everything within their power to establish and maintain secure attachments with children. To do so, parents need to be consistent, dependable, and sensitive to children's intentions and needs. [35]

Gottman's research shows, however, that while love, dependability, and sensitivity may create a secure attachment, they are not enough to foster emotional intelligence in children. [36] Parents also need to "emotion coach" children by offering them empathy and helping them cope with negative emotions such as anger, anxiety, and fear. Emotion coaching helps build and maintain secure attachments and develop loyalty and affection between parents and children. [37] Gottman's research reveals that parents who are effective emotion coaches are more than just aware of their children's emotions. Such parents see emotional expressions in their children--even anger and frustration--as opportunities to connect with and teach their children. They listen to their children empathetically, helping to explore and validate a child's feelings. Importantly, they don't stop there: they help the child verbally label the emotions he is feeling, and then they set limits with the child ("it is not okay to hit your sister") while helping her problem solve. [38]

Parents can also nurture budding social skills in other ways. Parents help children form friendships by structuring their play environments. The research of Carollee Howes shows that toddlers play best and display more maturity with children they know well and play with often. [39] These positive play experiences provide children with their earliest lessons about forming and keeping friendships. And friendships--as opposed to just familiarity--help children learn to deal with conflict in positive ways, for example by negotiating and compromising. [40]

Teaching happiness

References:

Belsky, J. (1999). Interactional and Contextual Determinants of Attachment Security. Handbook of Attachment : Theory, Research, and Clinical Applications . J. Cassidy and P. R. Shaver. New York, Guilford Press : 249-264.

Csikszentmihalyi, M. (1997). Finding Flow : The Psychology of Engagement with Everyday Life . New York, BasicBooks.

Csikszentmihalyi, M. and I. S. Csikszentmihalyi (1988). Optimal Experience : Psychological Studies of Flow in Consciousness . Cambridge ; New York, Cambridge University Press.

Csikszentmihalyi, M., K. R. Rathunde, et al. (1993). Talented Teenagers : The Roots of Success and Failure . Cambridge England ; New York, N.Y., Cambridge University Press.

Diener, E. and M. Seligman (in press). "Beyond Money: Toward and Economy of Well-Being." Psychologoical Science in the Public Interest .

Diener, E. and M. E. P. Seligman (2002). "Very Happy People." Psychological Science 13 (1): 81-84.

Estrada, C. A., A. M. Isen, et al. (1997). "Positive Affect Facilitates Integration of Information and Decreases Anchoring in Reasoning among Physicians." Organizational Behavior and Human Decision Processes 72 (1): 117-135.

Fredrickson, B. (1998). "What Good Are Positive Emotions?" Review of General Psychology 2 : 300-319.

--- (2001). "The Role of Positive Emotions in Positive Psychology: The Broaden-and-Build Theory of Positive Emotion." American Psychologist 56 : 218-226.

Fredrickson, B. L. and R. W. Levenson (1998). "Positive Emotions Speed Recovery from the Cardiovascular Sequelae of Negative Emotions." Cognition and Emotion 12 : 191-220.

Gleick, J. (1999). Faster : The Acceleration of Just About Everything . New York, Pantheon Books.

Gottlieb, G. (2002). Individual Development and Evolution : The Genesis of Novel Behavior . Mahwah, N.J., Lawrence Erlbaum Associates.

Gottman, J. M. (1997). Raising an Emotionally Intelligent Child . New York, Simon & Schuster.

Gottman, J. M., L. F. Katz, et al. (1997). Meta-Emotion : How Families Communicate Emotionally . Mahwah, N.J., Lawrence Erlbaum Associates.

Hartup, W. W. and B. Laursen (1993). Conflict and Context in Peer Relations. Children on Playgrounds : Research Perspectives and Applications . C. H. Hart. Albany, State University of New York Press : 44-84.

Howes, C. (1988). "Peer Interaction in Young Children." Monographs of the Society for Research in Child Development (Serial No. 217) 53 (1).

Howes, C., C. Rodning, et al. (1988). "Attachement and Child Care: Relationships with Mother and Caregiver." Early Childhood Research Quarterly 3 : 403-416.

Larson, R. W. (1997). "The Emergence of Solitude as a Constructive Domain of Experience in Early Adolescence." Child Development 68 (1): 80-93.

Myers, D. G. (2000). The American Paradox : Spiritual Hunger in an Age of Plenty . New Haven Conn., Yale University Press.

--- (2000). "The Funds, Friends, and Faith of Happy People." American Psychologist 55 (56-67).

Rubin, K. H., W. Bukowski, et al. (1998). Peer Interactions, Relationships, and Groups. Handbook of Child Psychology . W. Damon. New York, John Wiley & Sons. Volume 3: Social, Emotional, and Personality Development, Fifth Edition: 619-700.

Seligman, M. E. P. (1991). Learned Optimism . New York, A.A. Knopf.

--- (1995). The Optimistic Child . New York, Harper Perennial.

--- (2002). Authentic Happiness . New York, Free Press.

Shonkoff, J. P., D. Phillips, et al. (2000). From Neurons to Neighborhoods : The Science of Early Child Development . Washington, D.C., National Academy Press.

Worthington, E. L. J. and M. Scherer (2004). "Forgiveness Is an Emotion-Focused Coping Strategy That Can Reduce Health Risks and Promote Health Resilience: Theory, Review, and Hypotheses." Psychology & Health 19 (3): 385-405.

[1] Seligman (2002), p. 47.

[2] Shonkoff, Phillips and National Research Council (U.S.). Committee on Integrating the Science of Early Childhood Development. (2000), pp. 23-25. See also ADDIN EN.CITE <EndNote><Cite><Author>Gottlieb</Author><Year>2002</Year><RecNum>35</RecNum><Pages>.</Pages><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><ISBN>0805840826 (cloth alk. paper)</ISBN><AUTHORS><AUTHOR>Gottlieb, Gilbert</AUTHOR></AUTHORS><TITLE>Individual development and evolution : the genesis of novel behavior</TITLE><PLACE_PUBLISHED>Mahwah, N.J.</PLACE_PUBLISHED><PUBLISHER>Lawrence Erlbaum Associates</PUBLISHER><YEAR>2002</YEAR><PAGES>xii, 231</PAGES><KEYWORDS><KEYWORD>Nature and nurture.</KEYWORD><KEYWORD>Behavior evolution.</KEYWORD></KEYWORDS><CALL_NUMBER>SEL QH438.5&#xD;UCSB:Main Lib QH438.5.G68 2002 Sciences Engineering Library</CALL_NUMBER></MDL></Cite></EndNote> Gottlieb (2002).

[3] Seligman.

[4] Happier people are not, however, necessarily wealthier. Once a person’s most basic needs are met, more money does little to nothing to increase happiness. For a review, see ADDIN EN.CITE <EndNote><Cite><Author>Diener</Author><Year>in press</Year><RecNum>38</RecNum><Pages>.</Pages><MDL><REFERENCE_TYPE>0</REFERENCE_TYPE><AUTHORS><AUTHOR>Ed Diener</AUTHOR><AUTHOR>Martin Seligman</AUTHOR></AUTHORS><YEAR>in press</YEAR><TITLE>Beyond Money: Toward and Economy of Well-Being</TITLE><SECONDARY_TITLE>Psychologoical Science in the Public Interest</SECONDARY_TITLE></MDL></Cite></EndNote> Diener and Seligman (in press).

[5] Seligman, p. 42 .

[6] Shonkoff, Phillips and National Research Council (U.S.). Committee on Integrating the Science of Early Childhood Development., p. 104.

[7] Gottman (1997), p. 143.

[8] Csikszentmihalyi and Csikszentmihalyi (1988); Fredrickson and Levenson (1998).

[9] Fredrickson (1998); Fredrickson (2001)

[10] Seligman, p. 39.

[11] ADDIN EN.CITE <EndNote><Cite><Author>Estrada</Author><Year>1997</Year><RecNum>11</RecNum><Suffix>.</Suffix><MDL><REFERENCE_TYPE>0</REFERENCE_TYPE><AUTHORS><AUTHOR>Carlos A. Estrada</AUTHOR><AUTHOR>Alice M. Isen</AUTHOR><AUTHOR>Mark J. Young</AUTHOR></AUTHORS><YEAR>1997</YEAR><TITLE>Positive Affect Facilitates Integration of Information and Decreases Anchoring in Reasoning among Physicians</TITLE><SECONDARY_TITLE>Organizational Behavior and Human Decision Processes</SECONDARY_TITLE><VOLUME>72</VOLUME><NUMBER>1</NUMBER><PAGES>117-135</PAGES></MDL></Cite></EndNote> Estrada, Isen and Young (1997) .

[12] ADDIN EN.CITE <EndNote><Cite><Author>Seligman</Author><Year>2002</Year><RecNum>9</RecNum><Pages>, p. 77.</Pages><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><AUTHORS><AUTHOR>Seligman, Martin E. P.</AUTHOR></AUTHORS><YEAR>2002</YEAR><TITLE>Authentic Happiness</TITLE><PLACE_PUBLISHED>New York</PLACE_PUBLISHED><PUBLISHER>Free Press</PUBLISHER></MDL></Cite><Cite><Author>Worthington</Author><Year>2004</Year><RecNum>33</RecNum><Pages>.</Pages><MDL><REFERENCE_TYPE>0</REFERENCE_TYPE><AUTHORS><AUTHOR>Worthington, Everett L Jr.</AUTHOR><AUTHOR>Scherer, Michael</AUTHOR></AUTHORS><YEAR>2004</YEAR><TITLE>Forgiveness is an emotion-focused coping strategy that can reduce health risks and promote health resilience: Theory, review, and hypotheses</TITLE><SECONDARY_TITLE>Psychology &amp; Health</SECONDARY_TITLE><VOLUME>19</VOLUME><NUMBER>3</NUMBER><PAGES>385-405</PAGES></MDL></Cite></EndNote> Seligman, p. 77; Worthington and Scherer (2004).

[13] ADDIN EN.CITE <EndNote><Cite><Author>Gleick</Author><Year>1999</Year><RecNum>12</RecNum><Pages>.</Pages><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><YEAR>1999</YEAR><ISBN>0679408371</ISBN><AUTHORS><AUTHOR>Gleick, James</AUTHOR></AUTHORS><TITLE>Faster : the acceleration of just about everything</TITLE><EDITION>1st</EDITION><PLACE_PUBLISHED>New York</PLACE_PUBLISHED><PUBLISHER>Pantheon Books</PUBLISHER><PAGES>x, 324</PAGES><KEYWORDS><KEYWORD>Time Psychological aspects Popular works.</KEYWORD><KEYWORD>Time Social aspects Popular works.</KEYWORD></KEYWORDS><CALL_NUMBER>SEL QB209&#xD;UCD:Shields QB209 .G48 1999&#xD;UCSB:Main Lib QB209.G48 1999 Sciences Engineering Library&#xD;UCI:Sci Lib QB209 .G48 1999 Bar&#xD;UCR:Science QB209 .G48 1999&#xD;UCSC:S &amp; E Lib QB209 .G48 1999&#xD;UCSD:S &amp; E QB209 .G48 1999 Stacks&#xD;UCB:Bus&amp;Econ QB209 .G48 1999&#xD;UCB:Moffitt QB209 .G48 1999&#xD;UCLA:College QB209 .G48 1999 Stacks&#xD;CSL:State Lib QB209 .G48 1999 General Coll</CALL_NUMBER></MDL></Cite></EndNote> Gleick (1999).

[14] ADDIN EN.CITE <EndNote><Cite><Author>Seligman</Author><Year>2002</Year><RecNum>9</RecNum><Pages>, p. 107.</Pages><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><AUTHORS><AUTHOR>Seligman, Martin E. P.</AUTHOR></AUTHORS><YEAR>2002</YEAR><TITLE>Authentic Happiness</TITLE><PLACE_PUBLISHED>New York</PLACE_PUBLISHED><PUBLISHER>Free Press</PUBLISHER></MDL></Cite></EndNote> Seligman, p. 107.

[15] ADDIN EN.CITE <EndNote><Cite><Author>Seligman</Author><Year>1995</Year><RecNum>36</RecNum><Pages>.</Pages><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><AUTHORS><AUTHOR>Seligman, Martin E. P.</AUTHOR></AUTHORS><YEAR>1995</YEAR><TITLE>The Optimistic Child</TITLE><PLACE_PUBLISHED>New York</PLACE_PUBLISHED><PUBLISHER>Harper Perennial</PUBLISHER></MDL></Cite></EndNote> Seligman (1995).

[16] ADDIN EN.CITE <EndNote><Cite><Author>Seligman</Author><Year>1991</Year><RecNum>13</RecNum><Pages>, see especially Chapter 12.</Pages><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><YEAR>1991</YEAR><ISBN>0394579151</ISBN><AUTHORS><AUTHOR>Seligman, Martin E. P.</AUTHOR></AUTHORS><TITLE>Learned optimism</TITLE><PLACE_PUBLISHED>New York</PLACE_PUBLISHED><PUBLISHER>A.A. Knopf</PUBLISHER><PAGES>319</PAGES><KEYWORDS><KEYWORD>Optimism</KEYWORD></KEYWORDS><CALL_NUMBER>ck BJ1477&#xD;UCSD:SSH BJ1477 .S45 1990 Stacks</CALL_NUMBER></MDL></Cite></EndNote> Seligman (1991), see especially Chapter 12.

[17] Decades of research show a correlation between well-being and religion—for example, religious individuals are more likely to be healthy than non-religious individuals; additionally, they are more likely to live longer, to fight depression better given difficult circumstances, and to be somewhat happier and more satisfied with life than nonreligious people. For a review, see ADDIN EN.CITE <EndNote><Cite><Author>Myers</Author><Year>2000</Year><RecNum>24</RecNum><MDL><REFERENCE_TYPE>0</REFERENCE_TYPE><AUTHORS><AUTHOR>David G. Myers</AUTHOR></AUTHORS><YEAR>2000</YEAR><TITLE>The Funds, Friends, and Faith of Happy People</TITLE><SECONDARY_TITLE>American Psychologist</SECONDARY_TITLE><VOLUME>55</VOLUME><NUMBER>56-67</NUMBER></MDL></Cite></EndNote> Myers (2000) . While some of the relationship between religion and well-being is undoubtedly due to the increased social support that often comes with a religious community, research has also shown that the link between religion and well-being is caused by the degree that “religions instill hope for the future and create meaning in life.” See ADDIN EN.CITE <EndNote><Cite><Author>Seligman</Author><Year>2002</Year><RecNum>9</RecNum><Pages>, p. 60.</Pages><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><AUTHORS><AUTHOR>Seligman, Martin E. P.</AUTHOR></AUTHORS><YEAR>2002</YEAR><TITLE>Authentic Happiness</TITLE><PLACE_PUBLISHED>New York</PLACE_PUBLISHED><PUBLISHER>Free Press</PUBLISHER></MDL></Cite></EndNote> Seligman, p. 60.

[18] ADDIN EN.CITE <EndNote><Cite><Author>Csikszentmihalyi</Author><Year>1997</Year><RecNum>18</RecNum><Pages>, pp. 31-32.</Pages><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><YEAR>1997</YEAR><ISBN>0465045138</ISBN><AUTHORS><AUTHOR>Csikszentmihalyi, Mihaly</AUTHOR></AUTHORS><TITLE>Finding flow : the psychology of engagement with everyday life</TITLE><EDITION>1st</EDITION><PLACE_PUBLISHED>New York</PLACE_PUBLISHED><PUBLISHER>BasicBooks</PUBLISHER><PAGES>ix, 181</PAGES><SECONDARY_TITLE>MasterMinds</SECONDARY_TITLE><KEYWORDS><KEYWORD>Happiness.</KEYWORD><KEYWORD>Conduct of life.</KEYWORD></KEYWORDS><CALL_NUMBER>SHLDS-GEN BF575.H27&#xD;UCD:Shields BF575.H27 C848 1997&#xD;UCI:Langson BF575.H27 C848 1997&#xD;UCR:Rivera BF575.H27 C848 1997&#xD;UCSC:McHenry BF575.H27 C848 1997&#xD;UCSD:SSH BF575.H27 C848 1997 Stacks</CALL_NUMBER></MDL></Cite></EndNote> Csikszentmihalyi (1997), pp. 31-32.

[19] ADDIN EN.CITE <EndNote><Cite><Author>Csikszentmihalyi</Author><Year>1997</Year><RecNum>18</RecNum><Pages>, p. 30.</Pages><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><YEAR>1997</YEAR><ISBN>0465045138</ISBN><AUTHORS><AUTHOR>Csikszentmihalyi, Mihaly</AUTHOR></AUTHORS><TITLE>Finding flow : the psychology of engagement with everyday life</TITLE><EDITION>1st</EDITION><PLACE_PUBLISHED>New York</PLACE_PUBLISHED><PUBLISHER>BasicBooks</PUBLISHER><PAGES>ix, 181</PAGES><SECONDARY_TITLE>MasterMinds</SECONDARY_TITLE><KEYWORDS><KEYWORD>Happiness.</KEYWORD><KEYWORD>Conduct of life.</KEYWORD></KEYWORDS><CALL_NUMBER>SHLDS-GEN BF575.H27&#xD;UCD:Shields BF575.H27 C848 1997&#xD;UCI:Langson BF575.H27 C848 1997&#xD;UCR:Rivera BF575.H27 C848 1997&#xD;UCSC:McHenry BF575.H27 C848 1997&#xD;UCSD:SSH BF575.H27 C848 1997 Stacks</CALL_NUMBER></MDL></Cite></EndNote> Ibid., p. 30.

[20] ADDIN EN.CITE <EndNote><Cite><Author>Shonkoff</Author><Year>2000</Year><RecNum>14</RecNum><Pages>, p. 32.</Pages><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><YEAR>2000</YEAR><ISBN>0309069882 (hardcover alk. paper)</ISBN><TITLE>From neurons to neighborhoods : the science of early child development</TITLE><PLACE_PUBLISHED>Washington, D.C.</PLACE_PUBLISHED><PUBLISHER>National Academy Press</PUBLISHER><PAGES>xviii, 588</PAGES><KEYWORDS><KEYWORD>Child development United States.</KEYWORD><KEYWORD>Preschool children United States.</KEYWORD><KEYWORD>Preschool children Services for United States.</KEYWORD><KEYWORD>Nature and nurture United States.</KEYWORD><KEYWORD>Early childhood education United States.</KEYWORD><KEYWORD>Child, Preschool education United States.</KEYWORD><KEYWORD>Community Networks United States.</KEYWORD><KEYWORD>Online resources.</KEYWORD></KEYWORDS><AUTHORS><AUTHOR>Shonkoff, Jack P.</AUTHOR><AUTHOR>Phillips, Deborah</AUTHOR><AUTHOR>National Research Council (U.S.). Committee on Integrating the Science of Early Childhood Development.,</AUTHOR></AUTHORS><URL>http://www.nap.edu/catalog/9824.html</URL><CALL_NUMBER>BIOSTAX WS 105&#xD;UCD:Shields HQ767.9 .F76 2000&#xD;Main HQ767.9.F76 2000 Library:Main Library&#xD;UCI:Langson HQ767.9 .F76 2000&#xD;UCR:Rivera HQ767.9 .F76 2000&#xD;UCSC:McHenry HQ767.9 .F76 2000&#xD;UCSD:SSH HQ767.9 .F76 2000 Stacks&#xD;UCB:Ed/Psych HQ767.9 .F76 2000 *2 copies (copy 1)&#xD;UCB:Ed/Psych HQ767.9 .F76 2000 *2 copies copy 2&#xD;UCLA:Biomed WS 105 F9315 2000 Stacks&#xD;CSL:State Lib HQ767.9 .F76 2000 General Coll&#xD;CSL:Capitol HQ767.9 .F76 2000</CALL_NUMBER></MDL></Cite></EndNote> Shonkoff, Phillips and National Research Council (U.S.). Committee on Integrating the Science of Early Childhood Development., p. 32.

[21] Importantly, Seligman distinguishes between strengths , which are moral and contribute to virtues (such as the ability to love and be loved), and talents , which are non-moral (such as being good at soccer). For more information about helping children develop strengths , and how this contributes to personal happiness see Part II in ADDIN EN.CITE <EndNote><Cite><Author>Seligman</Author><Year>2002</Year><RecNum>9</RecNum><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><AUTHORS><AUTHOR>Seligman, Martin E. P.</AUTHOR></AUTHORS><YEAR>2002</YEAR><TITLE>Authentic Happiness</TITLE><PLACE_PUBLISHED>New York</PLACE_PUBLISHED><PUBLISHER>Free Press</PUBLISHER></MDL></Cite></EndNote> Seligman .

[22] ADDIN EN.CITE <EndNote><Cite><Author>Csikszentmihalyi</Author><Year>1997</Year><RecNum>18</RecNum><Pages>, p. 122.</Pages><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><YEAR>1997</YEAR><ISBN>0465045138</ISBN><AUTHORS><AUTHOR>Csikszentmihalyi, Mihaly</AUTHOR></AUTHORS><TITLE>Finding flow : the psychology of engagement with everyday life</TITLE><EDITION>1st</EDITION><PLACE_PUBLISHED>New York</PLACE_PUBLISHED><PUBLISHER>BasicBooks</PUBLISHER><PAGES>ix, 181</PAGES><SECONDARY_TITLE>MasterMinds</SECONDARY_TITLE><KEYWORDS><KEYWORD>Happiness.</KEYWORD><KEYWORD>Conduct of life.</KEYWORD></KEYWORDS><CALL_NUMBER>SHLDS-GEN BF575.H27&#xD;UCD:Shields BF575.H27 C848 1997&#xD;UCI:Langson BF575.H27 C848 1997&#xD;UCR:Rivera BF575.H27 C848 1997&#xD;UCSC:McHenry BF575.H27 C848 1997&#xD;UCSD:SSH BF575.H27 C848 1997 Stacks</CALL_NUMBER></MDL></Cite></EndNote> Csikszentmihalyi, p. 122. See also ADDIN EN.CITE <EndNote><Cite><Author>Csikszentmihalyi</Author><Year>1993</Year><RecNum>17</RecNum><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><YEAR>1993</YEAR><ISBN>0521415780</ISBN><TITLE>Talented teenagers : the roots of success and failure</TITLE><PLACE_PUBLISHED>Cambridge England ; New York, N.Y.</PLACE_PUBLISHED><PUBLISHER>Cambridge University Press</PUBLISHER><PAGES>x, 307</PAGES><KEYWORDS><KEYWORD>Gifted teenagers Longitudinal studies.</KEYWORD><KEYWORD>Teenagers and the environment Longitudinal studies.</KEYWORD></KEYWORDS><AUTHORS><AUTHOR>Csikszentmihalyi, Mihaly</AUTHOR><AUTHOR>Rathunde, Kevin Raymond</AUTHOR><AUTHOR>Whalen, Samuel</AUTHOR></AUTHORS><CALL_NUMBER>MAIN BF724.3.G53&#xD;UCD:Shields BF724.3.G53 C85 1993&#xD;Main BF724.3.G53 C85 1993 Library:Main Library&#xD;UCR:Rivera BF724.3.G53 C85 1993&#xD;UCSC:McHenry BF724.3.G53C85 1993&#xD;UCSD:SSH BF724.3.G53 C85 1993 Stacks&#xD;UCB:Ed/Psych BF724.3.G53 C85 1993&#xD;UCLA:YRL BF724.3.G53 C85 1993 Stacks&#xD;UCLA:Biomed WS 462 C958t 1993 Stacks</CALL_NUMBER></MDL></Cite></EndNote> Csikszentmihalyi, Rathunde and Whalen (1993) .

[23] ADDIN EN.CITE <EndNote><Cite><Author>Csikszentmihalyi</Author><Year>1997</Year><RecNum>18</RecNum><Pages>, p. 65</Pages><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><YEAR>1997</YEAR><ISBN>0465045138</ISBN><AUTHORS><AUTHOR>Csikszentmihalyi, Mihaly</AUTHOR></AUTHORS><TITLE>Finding flow : the psychology of engagement with everyday life</TITLE><EDITION>1st</EDITION><PLACE_PUBLISHED>New York</PLACE_PUBLISHED><PUBLISHER>BasicBooks</PUBLISHER><PAGES>ix, 181</PAGES><SECONDARY_TITLE>MasterMinds</SECONDARY_TITLE><KEYWORDS><KEYWORD>Happiness.</KEYWORD><KEYWORD>Conduct of life.</KEYWORD></KEYWORDS><CALL_NUMBER>SHLDS-GEN BF575.H27&#xD;UCD:Shields BF575.H27 C848 1997&#xD;UCI:Langson BF575.H27 C848 1997&#xD;UCR:Rivera BF575.H27 C848 1997&#xD;UCSC:McHenry BF575.H27 C848 1997&#xD;UCSD:SSH BF575.H27 C848 1997 Stacks</CALL_NUMBER></MDL></Cite><Cite><Author>Csikszentmihalyi</Author><Year>1997</Year><RecNum>18</RecNum><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><YEAR>1997</YEAR><ISBN>0465045138</ISBN><AUTHORS><AUTHOR>Csikszentmihalyi, Mihaly</AUTHOR></AUTHORS><TITLE>Finding flow : the psychology of engagement with everyday life</TITLE><EDITION>1st</EDITION><PLACE_PUBLISHED>New York</PLACE_PUBLISHED><PUBLISHER>BasicBooks</PUBLISHER><PAGES>ix, 181</PAGES><SECONDARY_TITLE>MasterMinds</SECONDARY_TITLE><KEYWORDS><KEYWORD>Happiness.</KEYWORD><KEYWORD>Conduct of life.</KEYWORD></KEYWORDS><CALL_NUMBER>SHLDS-GEN BF575.H27&#xD;UCD:Shields BF575.H27 C848 1997&#xD;UCI:Langson BF575.H27 C848 1997&#xD;UCR:Rivera BF575.H27 C848 1997&#xD;UCSC:McHenry BF575.H27 C848 1997&#xD;UCSD:SSH BF575.H27 C848 1997 Stacks</CALL_NUMBER></MDL></Cite></EndNote> Csikszentmihalyi, p. 65 . See also ADDIN EN.CITE <EndNote><Cite><Author>Larson</Author><Year>1997</Year><RecNum>26</RecNum><Pages>.</Pages><MDL><REFERENCE_TYPE>0</REFERENCE_TYPE><AUTHORS><AUTHOR> Reed W. Larson</AUTHOR></AUTHORS><YEAR>1997</YEAR><TITLE>The Emergence of Solitude as a Constructive Domain of Experience in Early Adolescence</TITLE><SECONDARY_TITLE>Child Development</SECONDARY_TITLE><VOLUME>68</VOLUME><NUMBER>1</NUMBER><PAGES>80-93</PAGES><DATE>Feb</DATE></MDL></Cite></EndNote> Larson (1997).

[24] ADDIN EN.CITE <EndNote><Cite><Author>Gottman</Author><Year>1997</Year><RecNum>16</RecNum><Pages>, p. 16. See also pages 25, 39.</Pages><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><AUTHORS><AUTHOR>Gottman, John Mordechai</AUTHOR></AUTHORS><YEAR>1997</YEAR><TITLE>Raising an Emotionally Intelligent Child</TITLE><PLACE_PUBLISHED>New York</PLACE_PUBLISHED><PUBLISHER>Simon &amp; Schuster</PUBLISHER></MDL></Cite></EndNote> Gottman, p. 16. See also pages 25, 39.

[25] ADDIN EN.CITE <EndNote><Cite><Author>Shonkoff</Author><Year>2000</Year><RecNum>14</RecNum><Pages>, p. 264.</Pages><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><YEAR>2000</YEAR><ISBN>0309069882 (hardcover alk. paper)</ISBN><TITLE>From neurons to neighborhoods : the science of early child development</TITLE><PLACE_PUBLISHED>Washington, D.C.</PLACE_PUBLISHED><PUBLISHER>National Academy Press</PUBLISHER><PAGES>xviii, 588</PAGES><KEYWORDS><KEYWORD>Child development United States.</KEYWORD><KEYWORD>Preschool children United States.</KEYWORD><KEYWORD>Preschool children Services for United States.</KEYWORD><KEYWORD>Nature and nurture United States.</KEYWORD><KEYWORD>Early childhood education United States.</KEYWORD><KEYWORD>Child, Preschool education United States.</KEYWORD><KEYWORD>Community Networks United States.</KEYWORD><KEYWORD>Online resources.</KEYWORD></KEYWORDS><AUTHORS><AUTHOR>Shonkoff, Jack P.</AUTHOR><AUTHOR>Phillips, Deborah</AUTHOR><AUTHOR>National Research Council (U.S.). Committee on Integrating the Science of Early Childhood Development.,</AUTHOR></AUTHORS><URL>http://www.nap.edu/catalog/9824.html</URL><CALL_NUMBER>BIOSTAX WS 105&#xD;UCD:Shields HQ767.9 .F76 2000&#xD;Main HQ767.9.F76 2000 Library:Main Library&#xD;UCI:Langson HQ767.9 .F76 2000&#xD;UCR:Rivera HQ767.9 .F76 2000&#xD;UCSC:McHenry HQ767.9 .F76 2000&#xD;UCSD:SSH HQ767.9 .F76 2000 Stacks&#xD;UCB:Ed/Psych HQ767.9 .F76 2000 *2 copies (copy 1)&#xD;UCB:Ed/Psych HQ767.9 .F76 2000 *2 copies copy 2&#xD;UCLA:Biomed WS 105 F9315 2000 Stacks&#xD;CSL:State Lib HQ767.9 .F76 2000 General Coll&#xD;CSL:Capitol HQ767.9 .F76 2000</CALL_NUMBER></MDL></Cite></EndNote> Shonkoff, Phillips and National Research Council (U.S.). Committee on Integrating the Science of Early Childhood Development., p. 264.

[26] ADDIN EN.CITE <EndNote><Cite><Author>Diener</Author><Year>2002</Year><RecNum>19</RecNum><MDL><REFERENCE_TYPE>0</REFERENCE_TYPE><AUTHORS><AUTHOR>Ed Diener</AUTHOR><AUTHOR>Martin E. P. Seligman</AUTHOR></AUTHORS><YEAR>2002</YEAR><TITLE>Very Happy People</TITLE><SECONDARY_TITLE>Psychological Science</SECONDARY_TITLE><VOLUME>13</VOLUME><NUMBER>1</NUMBER><PAGES>81-84.</PAGES></MDL></Cite></EndNote> Diener and Seligman (2002) .

[27] ADDIN EN.CITE <EndNote><Cite><Author>Rubin</Author><Year>1998</Year><RecNum>27</RecNum><Pages>.</Pages><MDL><REFERENCE_TYPE>7</REFERENCE_TYPE><AUTHORS><AUTHOR>Rubin, K. H.</AUTHOR><AUTHOR>Bukowski, W.</AUTHOR><AUTHOR>Parker, J. G.</AUTHOR></AUTHORS><YEAR>1998</YEAR><TITLE>Peer interactions, relationships, and groups.</TITLE><SECONDARY_AUTHORS><SECONDARY_AUTHOR>W. Damon</SECONDARY_AUTHOR></SECONDARY_AUTHORS><SECONDARY_TITLE>Handbook of Child Psychology</SECONDARY_TITLE><PLACE_PUBLISHED>New York</PLACE_PUBLISHED><PUBLISHER>John Wiley &amp; Sons</PUBLISHER><VOLUME>Volume 3: Social, Emotional, and Personality Development, Fifth Edition</VOLUME><PAGES>619-700</PAGES></MDL></Cite></EndNote> Rubin, Bukowski and Parker (1998).

[28] For an excellent review, see pages 163-165 in Shonkoff, Phillips and National Research Council (U.S.). Committee on Integrating the Science of Early Childhood Development. As with many of the factors that contribute to a happy life, it is important to note that while correlations have been found between well-being and the discussed variables, causality is not fully understood. In this case, for example, is it peer rejection that causes later problems in life, or is it the behaviors that get the child rejected in the first place that causes them? Similarly, do happy people have more friends simply because they are happy, and therefore are more pleasant to be around, or are they happy because they have more friends? In most cases, the causal arrows probably go both ways, e.g., happiness causes people to be more likable and having more friends makes people happier.

[29] ADDIN EN.CITE <EndNote><Cite><Author>Myers</Author><Year>2000</Year><RecNum>28</RecNum><Pages>,</Pages><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><YEAR>2000</YEAR><ISBN>0300081111 (alk. paper)</ISBN><AUTHORS><AUTHOR>Myers, David G.</AUTHOR></AUTHORS><TITLE>The American paradox : spiritual hunger in an age of plenty</TITLE><PLACE_PUBLISHED>New Haven Conn.</PLACE_PUBLISHED><PUBLISHER>Yale University Press</PUBLISHER><PAGES>xv, 414</PAGES><KEYWORDS><KEYWORD>United States Moral conditions.</KEYWORD><KEYWORD>Social ethics United States.</KEYWORD><KEYWORD>Communitarianism United States.</KEYWORD></KEYWORDS><CALL_NUMBER>MAIN HN90.M6&#xD;UCD:Shields HN90.M6 M94 2000&#xD;Main HN90.M6 M94 2000 Library:Main Library&#xD;UCI:Langson HN90.M6 M94 2000&#xD;UCR:Rivera HN90.M6 M94 2000&#xD;UCSC:McHenry HN90.M6 M94 2000&#xD;UCSD:SSH HN90.M6 M94 2000 Stacks&#xD;UCB:Main HN90.M6 M94 2000&#xD;UCLA:YRL HN90.M6 M94 2000 Stacks&#xD;GTU:GTUsupp HN90.M6 M94 2000&#xD;GTU:GTU Lib HN90.M6 M94 2000&#xD;GTU:SFTS Lib HN90.M6 M94 2000&#xD;CSL:State Lib HN90.M6 M94 2000 General Coll</CALL_NUMBER></MDL></Cite></EndNote> Myers (2000), cited in Seligman, page 187.

[30] For a review, see pages 30-35 in Gottman.

[31] For a review, see pages 236-238 in Shonkoff, Phillips and National Research Council (U.S.). Committee on Integrating the Science of Early Childhood Development.

[32] ADDIN EN.CITE <EndNote><Cite><Author>Howes</Author><Year>1988</Year><RecNum>37</RecNum><Pages>.</Pages><MDL><REFERENCE_TYPE>0</REFERENCE_TYPE><AUTHORS><AUTHOR>Carollee Howes</AUTHOR><AUTHOR>Carol Rodning</AUTHOR><AUTHOR>Darlene C. Galluzzo</AUTHOR><AUTHOR>Lisabeth Myers</AUTHOR></AUTHORS><YEAR>1988</YEAR><TITLE>Attachement and Child Care: Relationships With Mother and Caregiver</TITLE><SECONDARY_TITLE>Early Childhood Research Quarterly</SECONDARY_TITLE><VOLUME>3</VOLUME><PAGES>403-416</PAGES></MDL></Cite></EndNote> Howes, Rodning, Galluzzo and Myers (1988).

[33] Shonkoff, Phillips and National Research Council (U.S.). Committee on Integrating the Science of Early Childhood Development., p. 236.

[34] For a review of this literature, see Ibid., pp. 236-237.

[35] Belsky (1999).

[36] Gottman, p. 16; Gottman, Katz and Hooven (1997).

[37] ADDIN EN.CITE <EndNote><Cite><Author>Gottman</Author><Year>1997</Year><RecNum>16</RecNum><Pages>, p. 17.</Pages><MDL><REFERENCE_TYPE>1</REFERENCE_TYPE><AUTHORS><AUTHOR>Gottman, John Mordechai</AUTHOR></AUTHORS><YEAR>1997</YEAR><TITLE>Raising an Emotionally Intelligent Child</TITLE><PLACE_PUBLISHED>New York</PLACE_PUBLISHED><PUBLISHER>Simon &amp; Schuster</PUBLISHER></MDL></Cite></EndNote> Gottman, p. 17.

[38] See Gottman, particularly Chapter 3, to learn more about how to emotion coach your child.

[39] ADDIN EN.CITE <EndNote><Cite><Author>Howes</Author><Year>1988</Year><RecNum>34</RecNum><Pages>.</Pages><MDL><REFERENCE_TYPE>0</REFERENCE_TYPE><AUTHORS><AUTHOR>Carolee Howes</AUTHOR></AUTHORS><YEAR>1988</YEAR><TITLE>Peer interaction in young children</TITLE><SECONDARY_TITLE>Monographs of the Society for Research in Child Development (Serial No. 217)</SECONDARY_TITLE><VOLUME>53</VOLUME><NUMBER>1</NUMBER></MDL></Cite></EndNote> Howes (1988).

[40] ADDIN EN.CITE <EndNote><Cite><Author>Hartup</Author><Year>1993</Year><RecNum>32</RecNum><Pages>.</Pages><MDL><REFERENCE_TYPE>7</REFERENCE_TYPE><AUTHORS><AUTHOR>Hartup, W.W.</AUTHOR><AUTHOR>Laursen, B.</AUTHOR></AUTHORS><YEAR>1993</YEAR><TITLE>Conflict and context in peer relations</TITLE><SECONDARY_AUTHORS><SECONDARY_AUTHOR>Hart, Craig H.</SECONDARY_AUTHOR></SECONDARY_AUTHORS><SECONDARY_TITLE>Children on playgrounds : research perspectives and applications</SECONDARY_TITLE><PLACE_PUBLISHED>Albany</PLACE_PUBLISHED><PUBLISHER>State University of New York Press</PUBLISHER><PAGES>44-84</PAGES><ISBN>0791414671&#xD;079141468X (pbk.)</ISBN><CALL_NUMBER>MAIN GV191.63&#xD;UCD:Shields GV191.63 .C47 1993&#xD;Main GV191.63.C47 1993 Library:Main Library&#xD;UCI:Langson GV191.63 .C47 1993&#xD;UCR:Rivera GV191.63 .C47 1993&#xD;UCLA:YRL GV191.63 .C47 1993 Stacks</CALL_NUMBER><KEYWORDS><KEYWORD>Outdoor recreation for children.</KEYWORD><KEYWORD>Playgrounds Social aspects.</KEYWORD><KEYWORD>Child development.</KEYWORD><KEYWORD>Social interaction in children.</KEYWORD></KEYWORDS></MDL></Cite></EndNote> Hartup and Laursen (1993).

About the Author

Christine Carter

Christine Carter, Ph.D. is a Senior Fellow at the Greater Good Science Center. She is the author of The New Adolescence: Raising Happy and Successful Teens in an Age of Anxiety and Distraction (BenBella, 2020), The Sweet Spot: How to Accomplish More by Doing Less (Ballantine Books, 2015), and Raising Happiness: 10 Simple Steps for More Joyful Kids and Happier Parents (Random House, 2010). A former director of the GGSC, she served for many years as author of its parenting blog, Raising Happiness . Find out more about Christine here .

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Short Essay on Childhood [100, 200, 400 Words] With PDF

In this lesson today, you will learn how you can write short essays on Childhood within a predetermined word limit. There will be three different sets of essays in this session covering specific word limits. 

Short Essay on Childhood in 100 Words

 Childhood is one of the most important aspects of human lives and also for other living beings on earth. Every life on earth passes through this primary stage that links to the later puberty development.  Childhood is the moment of all joy and innocence, that is free from all complexities and tension of life. It is the time when a child can grow up beautifully.

Childhood is the time to grow unbridled of any external pressures, that can stimulate negativity in them. A child is supposed to play more and experience his environment. It is the most important segment of the four stages of life that creates the character of a person.

Short Essay on Childhood in 200 Words

Childhood, technically, falls into the category of Brahmacharya, where the life of a child and a student merges together. It is very important for a child to understand the nature outside the four walls of a small house. Childhood is an essential moment for all since it bridges the later half of physical and mental development. 

Childhood is denoted by playfulness and enjoyment. If a kid is then fettered and not allowed to enjoy this moment, then he will grow up to be retarded. Proper nourishment is necessary for a healthy childhood. It leads one to their puberty. Disturbed child life is a primary reason for someone to later experience hideous attitudes, that affect both him and his surrounding.

A child must be fed good food and left free to roam and enjoy the environment. Let him experience the pain when he falls on the ground while playing. This will keep his abilities intact. Childhood is the elixir of maturity and a great person is created only when he has his source of early life beautiful and innocent. Parents must maintain a specific distance between the child and unnecessary complications, as that may affect him widely. It is their basic duty to provide their innocent child with a safe environment.

Short Essay on Childhood in 400 Words

Every stage of our life is important to us since it shapes and constructs a specific character out of it. All of them need attention enough to pick only the virtues of these growing phases and discard all errors that can create a vicious figure in us. The foundation of all these lies in childhood, which is experienced by each one of us.

The Vedic age divides a natural human life on the basis of 4 stages, which include the essence of several aspects and duties of life. Brahmacharya, Garhasta,  Banaprastha, and Sanyassa. Childhood belongs to the primary stage of Brahmacharya, which denotes the early ages of a child in devoted learning under the guru and keen observation of the environment around him, by staying outdoors with the guru. Childhood, according to this Vedic ritual, is the time to develop a nourishing foundation, on which the rest of the human life will support itself.

Childhood is the primal nature of a baby which starts from his birth to the age before attaining puberty. This pre-lapsarian age is the essence of childhood which includes innocence of mind and body. It is the time when a child is free of all complexities. He does not realize much about life and enjoys playing the freedom he is offered.

Childhood is the time to learn as well. An attentive study of both books and nature enables a child to develop a stronger character. If the base of learning at this point is weakened, then that child will experience a life-long struggle to be literate. Also, childhood is the space to grow freely. Parents make this sure that the child is not exposed to violence, which may affect the peace of his mind.

A disturbing childhood is a seed to the creation of an abnormal mental and physical character. This can affect not only the child concerned but also his surroundings. If a child is exposed to parental quarrels, fights, insane atmosphere, and exchange of immodest vocabulary, the child will learn that only. He is no less than a sponge who absorbs all that is presented to him. So a beautiful child has safe childhood on his back. 

Childhood is the time to play and experience the world. All work and no play make Jack a dull boy. This is a famous quote about childhood. It is the moment where he will play, fall down, and again rise up to enjoy more. A child must be allowed to make friends and enjoy good company. He must develop an interest in reading good books and watching good films as well.

I have tried to write these short essays on childhood in a very simple language. Hopefully, after going through this session today, all your doubts regarding this topic has been resolved. If you still have any doubts regarding this session, kindly let me know through the comment section below. To read more such essays on various important topics, keep browsing our website. 

Join us on Telegram to get all the latest updates on our upcoming sessions. Thank you. 

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Quotes About Childhood To Reflect On

A person’s memories of their childhood can vary widely. For many people, their early years were a combination of happy memories as well as difficult times. For better or for worse, our upbringings contribute to forming who we are today. 

The following quotes about childhood may brighten your day and instill a sense of nostalgia in you for the good times, or they may help you reflect on how challenges in your childhood may be affecting you today. If you believe your childhood may be negatively impacting your mental or emotional health as an adult, speaking with a therapist is one way to identify and process any such issues. Read on to find childhood quotes that speak on different aspects of growing up, and then to find tips about how to connect with a therapist if you feel you’d benefit from that type of support.

Quotes on positive childhood memories

Children are naturally carefree and innocent, which can make childhood a time of joy and wonder. The following quotes can remind you of the positive memories you may hold from your own early years:

"You don't have to have anything in common with people you've known since you were five. With old friends, you've got your whole life in common". –Lyle Lovett

“Growing old is mandatory; growing up is optional”. –Chili Davis

“Happiness was different in childhood. It was so much then a matter simply of accumulation, of taking things—new experiences, new emotions—and applying them like so many polished tiles to what would someday be the marvelously finished pavilion of the self”. –John Banville

“There are no seven wonders of the world in the eyes of a child. There are seven million”. –Walt Steightiff

“For in every adult there dwells the child that was, and in every child there lies the adult that will be.” –John Connolly

Quotes on healing from a difficult childhood

Many children will experience challenges and even trauma at some point during their upbringing, which can impact them later in life. The quotes below relate to the process of healing these as an adult:

“Childhoods never last. But everyone deserves one”. –Wendy Dale

“One of the luckiest things that can happen to you in life is, I think, to have a happy childhood”. –Agatha Christie

“It takes courage to grow up and become who you really are”. –E.E. Cummings

“Some people think to be strong is to never feel pain. In reality, the strongest people are the ones who feel it, understand it, and accept it”. –Unknown

“Bad things do happen; how I respond to them defines my character and the quality of my life. I can choose to sit in perpetual sadness, immobilized by the gravity of my loss, or I can choose to rise from the pain and treasure the most precious gift I have—life itself”. –Walter Anderson

“Adulthood is an attempt to become the antithesis of the wounded child within us”. –Stewart Stafford

“If you continue to carry bricks from your past, you will end up building the same house”. –Unknown

“I am not what happened to me. I am what I choose to become”. –Carl Jung

“Healing doesn’t mean the damage never existed. It means the damage no longer controls our lives”. –Akshay Dubey

“Anything that’s human is mentionable, and anything that is mentionable can be more manageable. When we can talk about our feelings, they become less overwhelming, less upsetting, and less scary. The people we trust with that important talk can help us know that we are not alone”. –Fred Rogers

Childhood quotes for adults who miss childhood

Many childhood quotes reflect on fairy tales and other so-called childish things that we may miss from our younger years. The quotes below relate to this: 

“Most of us have fond memories of food from our childhood. Whether it was our mom’s homemade lasagna or a memorable chocolate birthday cake, food has a way of transporting us back to the past”. –Homaro Cantu

“When I was a little girl fairy tales were my favorite books because even before you opened them you knew how they are going to end. Happily ever after.” –Nicola Yoon

“Don't you find it odd," she continued, "that when you're a kid, everyone, all the world, encourages you to follow your dreams. But when you're older, somehow they act offended if you even try.” –Ethan Hawke

“Adults are just obsolete children, and the hell with them.” –Dr. Seuss

Why quotes can help connect us to our pasts (especially our childhood) 

For many adults, it’s easy to forget the beauty, joy, and lighthearted nature of childhood. But quotes can transform your state of mind temporarily, helping you tap into that mindset that you might have left behind long ago. 

Children can enjoy their lives as few adults can 

The quote from author Patrick Rothfuss at the beginning of this section reflects on how many children experience life with such love and joy when compared to grown-ups, who often miss childhood for these very reasons. Below, we’ve also highlighted other quotes that reflect this sentiment: 

“When we are children, we seldom think of the future. This innocence leaves us free to enjoy ourselves as few adults can. The day we fret about the future is the day we leave our childhood behind”. –Patrick Rothfuss

“Literature is a textually transmitted disease, often contracted in childhood” –Jane Yolen

“in childhood and adolescence they are, in moderation, healthy symptoms. Young things ought to want to grow. But to carry on into middle life or even into early manhood this concern about being adult is a mark of really arrested development. When I was ten, I read fairy tales in secret and would have been ashamed if I had been found doing so. Now that I am fifty I read them openly. When I became a man I put away childish things, including the fear of childishness and the desire to be very grown up.” –C.S. Lewis

How childhood experiences can affect you as an adult

There are many ways in which childhood experiences—both positive and negative—can impact you later in life. It’s a time when we tend to take in massive amounts of new information each day as we learn about the world and our place in it, and many feelings, opinions, and customs are instilled in us during that time. These can play out in various ways as we grow up. 

For example, consider attachment styles. Attachment theory refers to the idea that the quality of care we received as children—especially in the first six months of life—will impact the way we form relationships when we’re older. For example, those who experienced neglect or emotional distance from their parents or caregivers growing up may display an avoidant attachment style, which can correlate to an avoidance of emotional intimacy as an adult. 

Another example is that children who experience trauma may be at greater risk for developing mental health conditions as adults.

One study reports that there is “ strong evidence of an association between childhood trauma and later mental illness,” especially depression, anxiety, psychotic disorders, and bipolar disorder.

It’s another reason why addressing childhood wounds appropriately may help contribute to better mental health and well-being in adults.

How does your childhood influence your adult behavior? Discuss it with a licensed therapist

How therapy can help.

Coping with troubling childhood memories or effects can be challenging to do alone. That’s why many people turn to a licensed mental health professional for support in processing childhood issues and learning how to move forward in a healthier way. A therapist can provide a safe space where you can discuss any challenges related to childhood that you may be facing, and then offer guidance throughout the healing process. If you’re experiencing symptoms of a mental health condition, they can also help you address those.

Many people find it difficult to speak about childhood issues. If you’re interested in therapy and would feel more comfortable addressing these topics with someone via phone or online chat rather than in person, you might consider pursuing virtual therapy. Research suggests that it can offer similar benefits to traditional, in-person sessions. With an online therapy platform like BetterHelp, you can get matched with a licensed therapist who you can meet with via phone, video call, and/or online chat to address whatever issues you may be having trouble with. Regardless of the format or method you may select, remember that compassionate support is available.

Reading quotes about childhood can help you get into the right mindset to reminisce about your early years. The quotations listed in this article may bring up memories related to various parts of your childhood that perhaps you’d like to pass down to the next generation of children. 

What is a nice quote about childhood?

"Childhood is the most beautiful of all life's seasons." This quote encompasses the innocence and joy associated with early years. It reminds us of the simple and unfiltered perspective that children often have on life.

What are some childhood sayings?

Classic childhood sayings like "The early bird catches the worm" and "Sticks and stones may break my bones, but words will never hurt me" are often used to teach life lessons and values to children. These sayings are memorable and carry timeless wisdom.

What is a quote about childhood memories?

"Childhood memories are the threads of our soul." This quote reflects how our early experiences form the foundation of who we become. It focuses on the deep impact our childhood has on our character and life.

Why are childhood memories so nostalgic?

Childhood memories are often nostalgic because they represent a time of life that may have been free from the business and stress of adulthood. Many cherish these memories because they bring back feelings of safety, wonder, or joy.

How do I write about my childhood?

Writing about childhood can start with focusing on vivid memories, feelings, and experiences. Describe the sights, sounds, and emotions of those moments to paint a picture with your words. Reflect on the lessons learned or how these experiences shaped your life today.

Why should I enjoy my childhood?

Childhood is a unique time filled with exploration, learning, and growth. It's a period when imagination has no bounds, and life’s simplest pleasures can bring ultimate happiness. Cherishing this time can lead to fond memories in later years.

Is childhood the most important part of life?

Childhood is often considered the most important part of life because it can greatly affect who we become as adults. It's when we learn basic skills, values, and perceptions that shape our understanding of the world and our place in it.

Why do we miss the past?

We often miss the past, especially our childhood, because it might represent a time of fewer responsibilities. Reflecting on the past can sometimes bring comfort and a longing for the simplicity and innocence of those times.

• How Important Are Childhood Friends, And Can They Stick Around? Medically reviewed by Laura Angers Maddox , NCC, LPC
• An Overview Of Childhood Development Medically reviewed by Nikki Ciletti , M.Ed, LPC
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Childhood Experiences Essay: A Winning Writing Strategy

EssayEdge > Blog > Childhood Experiences Essay: A Winning Writing Strategy

These types of questions can be some of the most fun to answer, since they ask you to recall probably the most enjoyable time of your life—childhood. The key, however, is to develop an interesting topic and show what the experience you choose means to you today. Though the narrative style will most likely be your expository method of choice, remember to employ thematic coherence and a solid thesis. Because you are the one who knows yourself best, this is your chance to be precise, incorporating specific, vivid details. Show growth. Show maturation. But, most importantly, show yourself.

Need help? Check out EssayEdge editing services:

Childhood is one of the most popular topics for an admission essay. However, its simplicity and the abundance of samples still don’t help students tackle it faster. If you have difficulties describing your childhood experiences, submit your draft to us and enjoy high-quality essay proofreading and editing.

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Childhood Essay

Childhood is one of the most beautiful phases of human life. It is a time of discovery and exploration. At this stage, we learn about the world and ourselves. As kids, we understand life as an endless adventure with infinite possibilities. When we grow up, our worlds broaden. It is important to create a healthy and happy childhood. The easiest way to do this is by providing the best upbringing possible.

Moreover, childhood is a time of innocence and wonder. Activities such as playing, exploring, and simply being a kid are special because they are all a part of the carefree nature of childhood.

Children are constantly learning new things about themselves and the world around them. This childhood essay covers the importance of well-being, mental health, and nutrition to kids to help parents better understand their children and what they need to do to protect them.

Childhood is a period of physical and intellectual growth, hence it is an important period of a child’s development. The period can be regarded as a means of cultural construction whereby all things influenced by the child are constructed as being innocent, different from adults.

Importance of Childhood

During children’s early years, they grow and change rapidly. They need to be nurtured and loved by those around them, whom they trust for this time to be successful. It is also important to have a healthy childhood for better mental health lifelong.

As children grow, they learn about themselves and their surroundings. Early childhood is the time to develop good habits that will shape them for life. They need healthy meals, exercise, fresh air, and plenty of love to grow into resilient adults who can handle any situation.

Childhood is the time when kids develop their personalities and tastes. It is also when they need to be exposed to different experiences to grow up to be mature adults. The importance of childhood shouldn’t be overlooked because this is where kids learn, explore, and build memories.

Memories of Childhood

We all have memories from our childhood that we cherish. It’s a time in our life when everything seemed perfect and wonderful. The most memorable things about childhood were holidays, birthdays, school days and vacations. Our parents did their best to make these special occasions special for us, ensuring we had plenty of delicious sweets, good friends, family time and doing something that captured our attention.

My childhood memories are the best part of my life. I remember when I used to play in the nearby park with my parents and sisters, when I had ice cream, or when playing in the hidden garden in our backyard. Every memory is etched in my heart and mind for eternity.

I always looked forward to the summer holidays. Going to the beach near my grandmother’s house was what I usually did. It used to be so hot outside, and it was the perfect way for me to relax while reading a book in the sun.

I was so excited to have the summer vacation because I love spending time with my friends and doing all of the things that we always talked about. We used to go to the movies, and my uncle drove us around town or just stayed out in the backyard.

Also, our winter vacation used to be fun, and our family used to have a get-together. All my cousins used to come to our house. Once, we built a snowman and named it Goofy. Goofy was our best friend who listened to our secrets.

To know more about childhood memories, click on BYJU’S childhood memories essay . Find more essays, worksheets, puzzles, etc., on our website.

Frequently Asked Questions on Childhood Essay

What is your favourite childhood memory.

One of my favourite memories from my childhood was spending the summers at my grandparents’ house. I used to go to the beach at my grandparent’s house. During summer, it is the perfect way for me to relax while reading a book in the sun.

Why is childhood important to kids?

Childhood is important because it is the phase where kids develop their personalities and tastes. They are also exposed to different experiences to grow up to be mature adults. Childhood is the time when kids learn, explore, and build memories.

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The Philosophy of Childhood

The philosophy of childhood has recently come to be recognized as an area of inquiry analogous to the philosophy of science, the philosophy of history, the philosophy of religion, and the many other “philosophy of” subjects that are already considered legitimate areas of philosophical study. In addition, philosophical study of related topics (such as parental rights, duties and responsibilities) has flourished in recent years. The philosophy of childhood takes up philosophically interesting questions about childhood, changing conceptions over time about childhood and attitudes toward children; theories of cognitive and moral development; children’s interests and children’s rights, the goods of childhood; children and autonomy; the moral status of children and the place of children in society. As an academic subject, the philosophy of childhood is sometimes included within the philosophy of education (e.g., Siegel, 2009). Recently, however, philosophers have begun to offer college and university courses specifically in the philosophy of childhood. And philosophical literature on childhood, parenting and families is increasing in both quantity and quality.

1. What is a Child?

2. theories of cognitive development, 3. theories of moral development, 4. children’s rights, 5. childhood agency and autonomy, 6. the goods (and bads) of childhood, 7. philosophical thinking in children, 8. moral status of children, 9. other issues, other internet resources, related entries.

Almost single-handedly, Philippe Ariès, in his influential book, Centuries of Childhood (Ariès, 1962), made the reading public aware that conceptions of childhood have varied across the centuries. The very notion of a child, we now realize, is both historically and culturally conditioned. But exactly how the conception of childhood has changed historically and how conceptions differ across cultures is a matter of scholarly controversy and philosophical interest (see Kennedy, 2006). Thus Ariès argued, partly on the evidence of depictions of infants in medieval art, that the medievals thought of children as simply “little adults.” Shulamith Shahar (1990), by contrast, finds evidence that some medieval thinkers understood childhood to be divided into fairly well-defined stages. And, whereas Piaget claims that his subjects, Swiss children in the first half of the 20th Century, were animistic in their thinking (Piaget, 1929), Margaret Mead (1967) presents evidence that Pacific island children were not.

One reason for being skeptical about any claim of radical discontinuity—at least in Western conceptions of childhood—arises from the fact that, even today, the dominant view of children embodies what we might call a broadly “Aristotelian conception” of childhood. According to Aristotle, there are four sorts of causality, one of which is Final causality and another is Formal Causality. Aristotle thinks of the Final Cause of a living organism as the function that organism normally performs when it reaches maturity. He thinks of the Formal Cause of the organism as the form or structure it normally has in maturity, where that form or structure is thought to enable the organism to perform its functions well. According to this conception, a human child is an immature specimen of the organism type, human, which, by nature, has the potentiality to develop into a mature specimen with the structure, form, and function of a normal or standard adult.

Many adults today have this broadly Aristotelian conception of childhood without having actually read any of Aristotle. It informs their understanding of their own relationship toward the children around them. Thus they consider the fundamental responsibility they bear toward their children to be the obligation to provide the kind of supportive environment those children need to develop into normal adults, with the biological and psychological structures in place needed to perform the functions we assume that normal, standard adults can perform.

Two modifications of this Aristotelian conception have been particularly influential in the last century and a half. One is the 19th century idea that ontogeny recapitulates phylogeny (Gould, 1977), that is, that the development of an individual recapitulates the history and evolutionary development of the race, or species (Spock, 1968, 229). This idea is prominent in Freud (1950) and in the early writings of Jean Piaget (see, e.g. Piaget, 1933). Piaget, however, sought in his later writings to explain the phenomenon of recapitulation by appeal to general principles of structural change in cognitive development (see, e.g., Piaget, 1968, 27).

The other modification is the idea that development takes places in age-related stages of clearly identifiable structural change. This idea can be traced back to ancient thinkers, for example the Stoics (Turner and Matthews, 1998, 49). Stage theory is to be found in various medieval writers (Shahar, 1990, 21–31) and, in the modern period, most prominently in Jean-Jacques Rousseau’s highly influential work, Emile (1979). But it is Piaget who first developed a highly sophisticated version of stage theory and made it the dominant paradigm for conceiving childhood in the latter part of the 20th Century (see, e.g., Piaget, 1971).

Matthews (2008, 2009), argues that a Piagetian-type stage theory of development tends to support a “deficit conception” of childhood, according to which the nature of the child is understood primarily as a configuration of deficits—missing capacities that normal adults have but children lack. This conception, he argues, ignores or undervalues the fact that children are, for example, better able to learn a second language, or paint an aesthetically worthwhile picture, or conceive a philosophically interesting question, than those same children will likely be able to do as adults. Moreover, it restricts the range and value of relationships adults think they can have with their children.

Broadly Aristotelian conceptions of childhood can have two further problematic features. They may deflect attention away from thinking about children with disabilities in favour of theorizing solely about normally developing children (see Carlson 2010), and they may distract philosophers from attending to the goods of childhood when they think about the responsibilities adults have towards the children in their care, encouraging focus only on care required to ensure that children develop adult capacities.

How childhood is conceived is crucial for almost all the philosophically interesting questions about children. It is also crucial for questions about what should be the legal status of children in society, as well as for the study of children in psychology, anthropology, sociology, and many other fields.

Any well-worked out epistemology will provide at least the materials for a theory of cognitive development in childhood. Thus, according to René Descartes, a clear and distinct knowledge of the world can be constructed from resources innate to the human mind (Descartes, PW, 131). John Locke, by contrast, maintains that the human mind begins as a “white paper, void of all characters, without any ideas” (Locke, EHC, 121). On this view all the “materials of reason and knowledge” come from experience. Locke’s denial of the doctrine of innate ideas was, no doubt, directed specifically at Descartes and the Cartesians. But it also implies a rejection of the Platonic doctrine that learning is a recollection of previously known Forms. Few theorists of cognitive development today find either the extreme empiricism of Locke or the strong innatism of Plato or Descartes completely acceptable.

Behaviorism has offered recent theorists of cognitive development a way to be strongly empiricist without appealing to Locke’s inner theater of the mind. The behaviorist program was, however, dealt a major setback when Noam Chomsky, in his review (1959) of Skinner’s Verbal Behavior (1957), argued successfully that no purely behaviorist account of language-learning is possible. Chomsky’s alternative, a theory of Universal Grammar, which owes some of its inspiration to Plato and Descartes, has made the idea of innate language structures, and perhaps other cognitive structures as well, seem a viable alternative to a more purely empiricist conception of cognitive development.

It is, however, the work of Jean Piaget that has been most influential on the way psychologists, educators, and even philosophers have come to think about the cognitive development of children. Piaget’s early work, The Child’s Conception of the World (1929), makes especially clear how philosophically challenging the work of a developmental psychologist can be. Although his project is always to lay out identifiable stages in which children come to understand what, say, causality or thinking or whatever is, the intelligibility of his account presupposes that there are satisfactory responses to the philosophical quandaries that topics like causality, thinking, and life raise.

Take the concept of life. According to Piaget this concept is acquired in four stages (Piaget, 1929, Chapter 6)

• First Stage: Life is assimilated to activity in general
• Second Stage: Life is assimilated to movement
• Third Stage: Life is assimilated to spontaneous movement
• Fourth Stage: Life is restricted to animals and plants

These distinctions are suggestive, but they invite much more discussion than Piaget elicits from his child subjects. What is required for movement to be spontaneous? Is a bear alive during hibernation? We may suppose the Venus flytrap moves spontaneously. But does it really? What about other plants? And then there is the question of what Piaget can mean by calling the thinking of young children “animistic,” if, at their stage of cognitive development, their idea of life is simply “assimilated to activity in general.”

Donaldson (1978) offers a psychological critique of Piaget on cognitive development. A philosophical critique of Piaget’s work on cognitive development is to be found in Chapters 3 and 4 of Matthews (1994). Interesting post-Piagetian work in cognitive development includes Cary (1985), Wellman (1990), Flavel (1995), Subbotsky (1996), and Gelman (2003).

Psychological research on concept formation has suggested that children do not generally form concepts by learning necessary and sufficient conditions for their application, but rather by coming to use prototypical examples as reference guides. Thus a robin (rather, of course, than a penguin) might be the child’s prototype for ‘bird’. The child, like the adult, might then be credited with having the concept, bird, without the child’s ever being able to specify, successfully, necessary and sufficient conditions for something to count as a bird. This finding seems to have implications for the proper role and importance of conceptual analysis in philosophy. It is also a case in which we should let what we come to know about cognitive development in children help shape our epistemology, rather than counting on our antecedently formulated epistemology to shape our conception of cognitive development in children (see Rosch and Lloyd, 1978, and Gelman, 2003).

Some developmental psychologists have recently moved away from the idea that children are to be understood primarily as human beings who lack the capacities adults of their species normally have. This change is striking in, for example, the work of Alison Gopnik, who writes: “Children aren’t just defective adults, primitive grownups gradually attaining our perfection and complexity. Instead, children and adults are different forms of homo sapiens. They have very different, though equally complex and powerful, minds, brains, and forms of consciousness, designed to serve different evolutionary functions” (Gopnik, 2009, 9). Part of this new respect for the capacities of children rests on neuroscience and an increased appreciation for the complexity of the brains of infants and young children. Thus Gopnik writes: “Babies’ brains are actually more highly connected than adult brains; more neural pathways are available to babies than adults.” (11)

Many philosophers in the history of ethics have devoted serious attention to the issue of moral development. Thus Plato, for example, offers a model curriculum in his dialogue, Republic , aimed at developing virtue in rulers. Aristotle’s account of the logical structure of the virtues in his Nicomachean Ethics provides a scaffolding for understanding how moral development takes place. And the Stoics (Turner and Matthews, 1998, 45–64) devoted special attention to dynamics of moral development.

Among modern philosophers, it is again Rousseau (1762) who devotes the most attention to issues of development. He offers a sequence of five age-related stages through which a person must pass to reach moral maturity: (i) infancy (birth to age 2); (ii) the age of sensation (3 to 12); (iii) the age of ideas (13 to puberty); (iv) the age of sentiment (puberty to age 20); and (v) the age of marriage and social responsibility (age 21 on). Although he allows that an adult may effectively modify the behavior of children by explaining that bad actions are those that will bring punishment (1762 [1979, 90]), he insists that genuinely moral reasoning will not be appreciated until the age of ideas, at 13 and older. In keeping with his stage theory of moral development he explicitly rejects Locke’s maxim, ‘Reason with children’ (Locke, JLE), on the ground that attempting to reason with a child younger than thirteen years of age is developmentally inappropriate.

However, the cognitive theory of moral development formulated by Piaget in The Moral Judgment of the Child (1965) and the somewhat later theory of Lawrence Kohlberg (1981, 1984) are the ones that have had most influence on psychologists, educators, and even philosophers. Thus, for example, what John Rawls has to say about children in his classic work, A Theory of Justice (1971) rests heavily on the work of Piaget and Kohlberg.

Kohlberg presents a theory according to which morality develops in approximately six stages, though according to his research, few adults actually reach the fifth or sixth stages. In this respect Kohlberg’s theory departs from classic stage theory, as in Piaget, since the sequence of stages does not culminate in the capacity shared by normal adults. However, Kohlberg maintained that no one skips a stage or regresses to an earlier stage. Although Kohlberg sometimes considered the possibility of a seventh or eighth stage, these are his basic six: the premoral (the 1st involving punishment and obedience, and the 2nd naive hedonism), the morality of conventional role conformity (the 3rd involving seeking good relations, the 4th maintaining authority) and the morality of accepted principles (the 5th involving the morality of contract, individual rights and accepted law, the 6th individual principles of conscience). Kohlberg developed a test, which has been widely used, to determine the stage of any individual at any given time. The test requires responses to ethical dilemmas and is to be scored by consulting an elaborate manual.

One of the most influential critiques of the Kohlberg theory is to be found in Carol Gilligan’s In a Different Voice (1982). Gilligan argues that Kohlberg’s rule-oriented conception of morality has an orientation toward justice, which she associates with stereotypically male thinking, whereas women and girls are perhaps more likely to approach moral dilemmas with a “care” orientation. One important issue in moral theory that the Kohlberg-Gilligan debate raises is that of the role and importance of moral feelings in the moral life (see the entry on feminist ethics ).

Another line of approach to moral development is to be found in the work of Martin Hoffman (1982). Hoffman describes the development of empathetic feelings and responses in four stages. Hoffman’s approach allows one to appreciate the possibility of genuine moral feelings, and so of genuine moral agency, in a very small child. By contrast, Kohlberg’s moral-dilemma tests will assign pre-schoolers and even early elementary-school children to a pre-moral level.

A philosophically astute and balanced assessment of the Kohlberg-Gilligan debate, with appropriate attention to the work of Martin Hoffman, can be found in Pritchard (1991). See also Friedman (1987), Likona (1976), Kagan and Lamb (1987), and Pritchard (1996).

While much of the discussion of children’s moral development has occurred within psychology, some recent philosophical work on the topic has emerged, with a particular focus on questions about whether children can be held resposible for either or both of morally praiseworthy actions and those that would be considered morally blameworthy if performed by adults (Burroughs 2020, Tiboris 2014).

For a full discussion of children’s interests and children’s rights see the entry on the rights of children .

Clearly children are capable of goal-directed behavior while still relatively young, and are agents in this minimal sense. Respect for children’s agency is provided in legal and medical contexts, in that children who are capable of expressing their preferences are frequently consulted, even if their views are not regarded as decisive for determining outcomes.

The exercise of childhood agency will obviously be constrained by social and political factors, including various dependency relations, some of them imposed by family structures. Whether there are special ethical rules and considerations that pertain to the family in particular, and, if so, what these rules or considerations are, is the subject of an emerging field we can call ‘family ethics’ (Baylis and McLeod 2014, Blustein, 1982, Brighouse and Swift 2014, Houlgate, 1980, 1999).

The idea that, in child-custody cases, the preferences of a child should be given consideration, and not just the “best interest” of the child, is beginning to gain acceptance in the U.S., Canada and Europe. “Gregory K,” who at age 12 was able to speak rationally and persuasively to support his petition for new adoptive parents, made a good case for recognizing childhood agency in a family court. (See “Gregory Kingsley” in the Other Internet Resources.) Less dramatically, in divorce proceedings, older children are routinely consulted for their views about proposed arrangements for their custody.

Perhaps the most wrenching cases in which adults have come to let children play a significant role in deciding their own future are those that involve treatment decisions for children with terminal illnesses. (Kopelman and Moskop, 1989) The pioneering work of Myra Bluebond-Langner shows how young children can come to terms with their own imminent death and even conspire, mercifully, to help their parents and caregivers avoid having to discuss this awful truth with them (Bluebond-Langner, 1980).

While family law and medical ethics are domains in which children capable of expressing preferences are increasingly encouraged to do so, there remains considerable controversy within philosophy as to the kind of authority that should be given to children’s preferences. There is widespread agreement that most children’s capacity to eventually become autonomous is morally important and that adults who interact with them have significant responsibility to ensure that this capacity is nurtured (Feinberg 1980). At the same time it is typical for philosophers to be skeptical about the capacity for children under the age of ten to have any capacity for autonomy, either because they are judged not to care stably about anything (Oshana 2005, Schapiro 1999), lack information, experience and cognitive maturity (Levinson 1999, Ross 1998), or are too poor at critical reflection (Levinson 1999).

Mullin (2007, 2014) argues that consideration of children’s capacity for autonomy should operate with a relatively minimal understanding of autonomy as self-governance in the service of what the person cares about (with the objects of care conceived broadly to include principles, relationships, activities and things). Children’s attachment to those they love (including their parents) can therefore be a source of autonomy. When a person, adult or child, acts autonomously, he or she finds the activity meaningful and embraces the goal of the action. This contrasts both with a lack of motivation and with feeling pressured by others to achieve outcomes desired by them. Autonomy in this sense requires capacities for impulse control, caring stably about some things, connecting one’s goals to one’s actions, and confidence that one can achieve at least some of one’s goals by directing one’s actions. It does not require extensive ability to engage in critical self-reflection, or substantive independence. The ability to act autonomously in a particular domain will depend, however, on whether one’s relationships with others are autonomy supporting. This is in keeping with feminist work on relational autonomy. See the entry on Feminist Perspectives on Autonomy .

The orthodox position that children are paradigmatic examples of a lack of autonomy has begun to change as more philosophers argue that even children far from the cusp of adulthood may be capable of acting autonomously in some areas of their lives (Bou-Habib and Olsaretti 2104, Hannan 2018a, Mullin 2007, 2014). However, others argue that even when children have capacities like those possessed by adults, societies shold protect children rather than deferring to their autonomy when children’s decisions might lead to very negative consequences for them (Betzler 2022, Claassen and Anderson 2012, Franklin-Hall 2013).

Children’s autonomy is supported when adults give them relevant information, reasons for their requests, demonstrate interest in children’s feelings and perspectives, and offer children structured choices that reflect those thoughts and feelings. Support for children’s autonomy in particular domains of action is perfectly consistent with adults behaving paternalistically toward them at other times and in other domains, when children are ill-informed, extremely impulsive, do not appreciate the long-term consequences of their actions, cannot recognize what is in their interest, cannot direct their actions to accord with their interests, or are at risk of significant harm (Mullin 2014).

“Refrigerator art,” that is, the paintings and drawings of young children that parents display on the family’s refrigerator, is emblematic of adult ambivalence toward the productions of childhood. Typically, parents are pleased with, and proud of, the art their children produce. But equally typically, parents do not consider the artwork of their children to be good without qualification. Yet, as Jonathan Fineberg has pointed out (Fineberg, 1997, 2006), several of the most celebrated artists of the 20th century collected child art and were inspired by it. It may be that children are more likely as children to produce art, the aesthetic value of which a famous artist or an art historian can appreciate, than they will be able to later as adults.

According to what we have called the “Aristotelian conception”, childhood is an essentially prospective state. On such a view, the value of what a child produces cannot be expected to be good in itself, but only good for helping the child to develop into a good adult. Perhaps some child art is a counterexample to this expectation. Of course, one could argue that adults who, as children, were encouraged to produce art, as well as make music and excel at games, are more likely to be flourishing adults than those who are not encouraged to give such “outlets” to their energy and creativity. But the example of child art should at least make one suspicious of Michael Slote’s claim that “just as dreams are discounted except as they affect (the waking portions of) our lives, what happens in childhood principally affects our view of total lives through the effects that childhood success or failure are supposed to have on mature individuals” (Slote, 1983, 14).

Recent philosophical work on the goods of childhood (Brennan 2014, Gheaus 2014, Macleod 2010) stresses that childhood should not be evaluated solely insofar as it prepares the child to be a fully functioning adult. Instead, a good childhood is of intrinsic and not merely instrumental value. Different childhoods that equally prepare children to be capable adults may be better or worse, depending on how children fare qua children. Goods potentially specific to childhood (or, more likely, of greatest importance during childhood) include opportunities for joyful and unstructured play and social interactions, lack of significant responsibility, considerable free time, and innocence, particularly sexual innocence. Play, for instance, can be of considerable value not only as a means for children to acquire skills and capacities they will need as adults, but also for itself, during childhood.

Even more recently, some philosophers (Hannan 2018b, Hannan and Leland 2018) have questioned whether there are features of childhood that make childhood bad for children. Candidate bad-making features include children’s impaired practical identity, their being asymmetrically physically and emotionally vulnerable to their parents and needing extensive control by them, and their lack of a fixed practical identity. Any evaluation of features that are particularly valuable in childhood, and either uniquely or more easily accessed in childhood, should be balanced against consideration of features that make it a worse stage of life than adulthood. Bad-making features of childhood may be traced either to aspects of childhood that cannot be changed or to contingent social arrangements that may leave children vulnerable to abuse or neglect at the hands of their intimate caregivers, without much opportunity for recourse.

For a full discussion of this topic see the entry on Philosophy for Children .

It is uncontroversial to judge that what Mary Anne Warren terms paradigmatic humans have moral status (Warren 1992). Paradigmatic humans are adults with relatively standard cognitive capacities for self-control, self-criticism, self-direction, and rational thought, and are capable of moral thought and action. However, the grounds for this status are controversial, and different grounds for moral status have direct implications for the moral status of children. Jan Narveson (1988), for instance, argues that children do not have moral status in their own right because only free rational beings, capable of entering into reciprocal relations with one another, have fundamental rights. While Narveson uses the language of rights in his discussion of moral status (people have direct moral duties only to rights holders on his account), moral status need not be discussed in the language of rights. Many other philosophers recognize children as having moral status because of their potential to become paradigmatic humans without committing to children having rights. For instance, Allen Wood writes: “it would show contempt for rational nature to be indifferent to its potentiality in children.” (Wood 1998, 198)

When children are judged to have moral status because of their potential to develop the capacities of paradigmatic adults (we might call these paradigmatic children), this leaves questions about the moral status of those children who are not expected to live to adulthood, and those children whose significant intellectual disabilities compromise their ability to acquire the capacities of paradigmatic adults. There are then three common approaches that grant moral status to non-paradigmatic children (and other non-paradigmatic humans). The first approach deems moral consideration to track species membership. On this approach all human children have moral status simply because they are human (Kittay 2005). This approach has been criticized as being inappropriately speciesist, especially by animal rights activists. The second approach gives moral status to children because of their capacity to fare well or badly, either on straightforwardly utilitarian grounds or because they have subjective experiences (Dombrowski 1997). It has been criticized by some for failing to distinguish between capacities all or almost all human children have that are not also possessed by other creatures who feel pleasure and pain. The third approach gives moral status to non-paradigmatic children because of the interests others with moral status take in them (Sapontzis 1987), or the relationships they have with them (Kittay 2005). Jaworska and Tannenbaum (2018) offer a more recent version of such an account by arguing that children who are human and raised in a person-rearing manner have moral status.

Sometimes the approaches may be combined. For instance, Warren writes that young children and other non-paradigmatic humans have moral status for two sorts of reasons: “their rights are based not only on the value which they themselves place upon their lives and well-being, but also on the value which other human beings place on them.” (1992. 197) In addition to these three most common approaches, Mullin (2011) develops a fourth: some non-paradigmatic children (and adults) have moral status not simply because others value them but because they are themselves capable of being active participants in morally valuable relationships with others. These relationships express care for others beyond their serving as means for one’s own satisfaction. Approaches to moral status that emphasize children’s capacity to care for others in morally valuable relationships also raise interesting questions about children’s moral responsibilities within those relationships (see Mullin 2010).

For more on this topic see the entry on the grounds of moral status .

The topics discussed above hardly exhaust the philosophy of childhood. Thus, we have said nothing about, for example, philosophical literature on personhood as it bears on questions about the morality of abortion, or bioethical discussions about when it is appropriate for parents to consent to children’s participation in medical research or refuse medical treatment of their children. There has been increasing attention in recent years to questions about the appropriate limits of parental authority over children, about the source and extent of parents and the state’s responsibilities for children, and about the moral permissibility of parents devoting substantial resources to advancing the life prospects of their children. These and many other topics concerning children may be familiar to philosophers as they get discussed in other contexts, particularly within family ethics and bioethics. Discussing them under the rubric, ‘philosophy of childhood,’ as well in the other contexts, may help us see connections between them and other philosophical issues concerning children.

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How to cite this entry . Preview the PDF version of this entry at the Friends of the SEP Society . Look up topics and thinkers related to this entry at the Internet Philosophy Ontology Project (InPhO). Enhanced bibliography for this entry at PhilPapers , with links to its database.

• Gregory Kingsley entry at Wikipedia

children, philosophy for | innateness: historical controversies | moral status, grounds of | parenthood and procreation | rights: of children

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BSc BA ADP BCom Notes

Bsc ba adp english essay pleasures of childhood with outline & quotations, bsc ba adp fsc ics fa icom english essay pleasures of childhood.

To view Quotations for Essays. Click  Here .

1. Introduction

• Childhood – the best period of man’s life
• Child’s motto of life; eat, drink and be merry

2. Pleasures of childhood

• A carefree and pleasant period
• I used to wonder like a deer in the open field

3. Incidents of childhood

• Juggles with monkeys
• Swimming experience

4. Growing age and childhood

• Great feeling for childhood
• Childhood memories cannot be forgotten

5. Conclusion

“It is never too late to have a happy childhood.” (Tom Robbins)

Pleasures of childhood have their own significance in one’s life. As one grows up, one feels more and more attachment with one’s childhood; the best period of life. A child is free from the dirty and filthy noise of worldly life. His motto of life remains eat, drink and be merry. The pleasures and charms of the childhood cannot be forgotten. These memories and pleasures leave and everlasting impression of one’s life.

Same is the case with me. When I recollect the days of my childhood. I feel very much delighted. It was a pleasant period which I spent in high spirits. In my childhood, I was carefree, having no worries at all. I used to wander like a deer in the open fields, enjoying the natural beauty in the pastures. There are certain incidents which are still fresh in my memory. Once a juggler with two monkeys came in our street. He showed monkey’s tricks which engaged our attention. These were the pranks that attracted me. I fully appreciated the tricks shown by the juggler.

Once, I was taken to the school when I was five years old. My parents had carried sweets to be distributed among the students. I was wearing new dress and my mother had groomed me with great care. Both my parents left me there and walked back home. I shouted and cried but there was none to help me. My tears could not bring them back. The teacher talked gently and asked other students to make me their friend.

Another incident which I still remember is a swimming experience. It was Sunday when I along with my friends went for picnic to the river Ravi. Some of us were expert swimmers, but unluckily if did not know how to swim. My friends dived into the river and compelled me also to do the same. Soon I was caught by the current of water and was carried away swiftly. There was every possibility of me losing life, but due to the valour of one of my friends. I was rescued from the current of water and was brought back on the bank. I was really very much grateful to him because he gave me a new life.

As I am growing in age, I feel greater attachment and attraction for those pleasurable childhood days. Sometimes I am depressed that my desire of enjoying childhood again will never be fulfilled because gone are the good old days when I was child. Certainly such type of pleasures and memories are things of past but cannot be forgotten by anyone.

“There is always one moment in childhood when the door opens and lets the future in.” (Graham Greene)

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Reading for pleasure early in childhood linked to better cognitive performance and mental wellbeing in adolescence

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Children who begin reading for pleasure early in life tend to perform better at cognitive tests and have better mental health when they enter adolescence, a study of more than 10,000 young adolescents in the US has found.

We found significant evidence that reading is linked to important developmental factors in children, improving their cognition, mental health, and brain structure, which are cornerstones for future learning and well-being Barbara Sahakian

In a study published today in Psychological Medicine , researchers in the UK and China found that 12 hours a week was the optimal amount of reading, and that this was linked to improved brain structure, which may help explain the findings.

Reading for pleasure can be an important and enjoyable childhood activity. Unlike listening and spoken language, which develop rapidly and easily in young children, reading is a taught skill and is acquired and developed through explicit learning over time.

During childhood and adolescence, our brains develop, making this an important time in which to establish behaviours that support our cognitive development and promote good brain health.  However, until now it has been unclear what impact – if any – encouraging children to read from an early age will have on their brain development, cognition and mental health later in life.

To investigate this, researchers from the universities of Cambridge and Warwick in the UK and Fudan University in China looked at data from the Adolescent Brain and Cognitive Development (ABCD) cohort in the US, which recruited more than 10,000 young adolescents.

The team analysed a wide range of data including from clinical interviews, cognitive tests, mental and behavioural assessments and brain scans, comparing young people who began reading for pleasure at a relatively early age (between two and nine years old) against those who began doing so later or not at all. The analyses controlled for many important factors, including socio-economic status.

Of the 10,243 participants studied, just under a half (48%) had little experience of reading for pleasure or did not begin doing so until later in their childhood. The remaining half had spent between three and ten years reading for pleasure.

The team found a strong link between reading for pleasure at an early age and a positive performance in adolescence on cognitive tests that measured such factors as verbal learning, memory and speech development, and at school academic achievement.

These children also had better mental wellbeing, as assessed using a number of clinical scores and reports from parents and teachers, showing fewer signs of stress and depression, as well as improved attention and fewer behavioural problems such as aggression and rule-breaking.

Children who began reading for pleasure earlier also tended to spend less screen time – for example watching TV or using their smartphone or tablet – during the week and at weekends in their adolescence, and also tended to sleep longer.

When the researchers looked at brain scans from the adolescent cohort, they found that those participants who had taken to reading for pleasure at an early age showed moderately larger total brain areas and volumes, including in particular brain regions that play critical roles in cognitive functions. Other brain regions that were different among this group were those that have been previously shown to relate to improved mental health, behaviour and attention.

Professor Barbara Sahakian from the Department of Psychiatry at the University of Cambridge said: “Reading isn’t just a pleasurable experience – it’s widely accepted that it inspires thinking and creativity, increases empathy and reduces stress. But on top of this, we found significant evidence that it’s linked to important developmental factors in children, improving their cognition, mental health, and brain structure, which are cornerstones for future learning and well-being.”

The optimal amount of reading for pleasure as a young child was around 12 hours per week. Beyond this, there appeared to be no additional benefits. In fact, there was a gradual decrease in cognition, which the researchers say may be because it suggests they are spending more time sedentary and less time at other activities that could be cognitively enriching, including sports and social activities.

Professor Jianfeng Feng from Fudan University in Shanghai, China, and the University of Warwick, UK, said: “We encourage parents to do their best to awaken the joy of reading in their children at an early age. Done right, this will not only give them pleasure and enjoyment, but will also help their development and encourage long-term reading habits, which may also prove beneficial into adult life.”

Funders included: Wellcome and the National Institute for Health & Care Research (UK) and the National Natural Science Foundation of China.*

Reference Yun-Jun Sun & Barbara J. Sahakian et al. Early-Initiated Childhood Reading for Pleasure: Associations with Better Cognitive Performance, Mental Well-being and Brain Structure in Young Adolescence. Psychological Medicine; 28 June 2023; DOI: 10.1017/S0033291723001381.

*A full list of funders can be found in the paper.

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Photo Essay: The Joys of Childhood

• Childhood Memories
• Young Generation

Table of contents

When colourful toddler tricycles were the best means of transport, trying to catch those fascinating water bubbles, remember group lunches and group studies, being resourceful by collecting firewood for home, splashing water is so much fun, hanging out with the group of friends, the great joy of planting trees every year and forgetting all about it, naked bath in the water streamlets, petting of fluffy little kittens is a must, in the company of cattle…, blindly following our elder siblings and doing what they did, roaming the streets like vagabonds, a simple polythene bag would serve as a fish net, now we need to widen our net and catch bigger fish, never bothered about the harmful effects of holi colours, deriving great joy from simple activities like skipping.

Author – Levine Lawrence

There is a reason why they say childhood is the best time of a person’s life. It is something so simple, yet absolutely beautiful.

When we were kids, the smallest of things gave us immense pleasure. Neither did we need materialistic stuff to be happy, nor there was a place for selfishness in our hearts. Now that we’ve walked past the most beautiful phase of our lives, the only way left to experience it again is to cherish, remember and relive all those sweet memories whenever possible.

Here’s to the sheer Joys of Childhood that can bring a wide smile to your face with just a single thought.

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Here’s to the ones that we got Cheers to the wish you were here, but you’re not ‘Cause the drinks bring back all the memories Of everything we’ve been through Toast to the ones here today Toast to the ones that we lost on the way ‘Cause the drinks bring back all the memories And the memories bring back, memories bring back you There’s a time that I remember, when I did not know no pain When I believed in forever, and everything would stay the same Now my heart feel like December when somebody say your name ‘Cause I can’t reach out to call you, but I know I will one day, yeah Everybody hurts sometimes Everybody hurts someday, aye aye But everything gon’ be alright Go and raise a glass and say, aye Here’s to the ones that we got Cheers to the wish you were here, but you’re not ‘Cause the drinks bring back all the memories Of everything we’ve been through Toast to the ones here today Toast to the ones that we lost on the way ‘Cause the drinks bring back all the memories And the memories bring back, memories bring back you Doo doo, doo doo, doo doo Doo doo, doo doo, doo doo, doo doo Doo doo, doo doo, doo doo doo Memories bring back, memories bring back you There’s a time that I remember when I never felt so lost When I felt all of the hatred was too powerful to stop (ooh, yeah) Now my heart feel like an ember and it’s lighting up the dark I’ll carry these torches for ya that you know I’ll never drop, yeah Everybody hurts sometimes Everybody hurts someday, aye aye But everything gon’ be alright Go and raise a glass and say, aye Here’s to the ones that we got (oh oh) Cheers to the wish you were here, but you’re not ‘Cause the drinks bring back all the memories Of everything we’ve been through (no, no) Toast to the ones here today (aye) Toast to the ones that we lost on the way ‘Cause the drinks bring back all the memories (aye) And the memories bring back, memories bring back you Doo doo, doo doo, doo doo Doo doo, doo doo, doo doo, doo doo Doo doo, doo doo, doo doo doo Memories bring back, memories bring back you Doo doo, doo doo doo doo Doo doo, doo doo, doo doo, doo doo Doo doo, doo doo, doo doo doo (ooh, yeah) Memories bring back, memories bring back you Yeah, yeah, yeah Yeah, yeah, yeah, yeah, yeah, no, no Memories bring back, memories bring back you

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