CHILDHOOD EXPERIENCE

Evening Star, Issue 23350, 21 August 1939, Page 15

CHILDHOOD EXPERIENCE

PRACTICAL PSYCHOLOGY ADDRESS Last Thursday evening the Practical Psychology Club held an interesting discussion on ‘ Child Psychology ’ and the influence of early life on the character. It was suggested that it was mainly due to the effect of experience during early childhood that the direction of development was settled. Right from the beginning the child did what it “paid’’ it to do or what it obtained the best results from. The satisfaction derived was not necessarily a' material one. It, could be a mental satisfaction. Therefore, characteristics of adult life had their origin away back in the cradle, when the habit was being established or when the personal character was being built. In early childhood it was important that parents should ensure that good actions “ paid ” the child in some manner, if only by praise and encouragement, while bad conduct should not be allowed to “ pay.” This, apart from force of example, was the only way In which good habits and moral nature could be formed. There was no other way of developing in children the qualities one desired them to have. One child found that he obtained what be wanted by whining and crying; another one found life responsively agreeable by his being pleasant" and smiling. A third chikT on being left to cry, would, perhaps, become, resigned and listless, and a fourth found by his experience that it paid to be meek and submissive. So habits of 'ife were formed and adhered to even if later on they did not pay. It was pointed out that according to the writings of an authority, every cliild commenced life with an inferiority complex. He occupied an inferior position in life, being unable, on account of weakness and helplessness, to cone single-handed with existence. This feeling of inferiority Was the driving force or starting point from which every childish striving originated. It determined how the individual acquired peace and security in life, it determined the very goal of his existence, and prepared the path along which this goaf might be reached. In the problem child one recognised the resultsiof an inferiority complex or the striving to overcome by expressing power over environment. These children interpreted every experience as defeat, because they considered themselves always neglected or victimised. Every child* ran the danger of a mistaken development. Childish ideas should be respected. To ridicule a child was almost criminal : it retained its effect upon the soul of the child, and was transferred iii to the habits and actions of adult life. A cliild obtained happiness through self-expression and a reasonable freedom. Punishment and threats were of little avail in training; but let a child know that one believed in him and he would rise to the occasion. These happy impressions would take root in the young mind, and live and work out in a wonderful way. It was wise to hold always a picture of the child at his best in front of him. Lastly, it was pointed out that environment played such a large part that it must be worked on as well as th«' hearts of the young. One could not expect flowers to grow in a desert. Great preparations were necessary to make the desert suitable to grow flowers. The right training ground would enable children to fulfil their individual obligations, to enjov in n proper manner the benefits which were rightfully theirs in an ever-changing world.