Seeing young children as people: having difficult conversations and dealing with the impermanence of life

Abstract

The single most guaranteed experience of every human life is impermanence. Thus, this thesis seeks to support young children as mindful people capable of thinking about, feeling, and talking about loss and change. The particular nuances and experiences of loss and change recognized by this thesis are supported by research that explores varying perceptions of childhood innocence and the capabilities of children. The research moreover explores how these perceptions influence American social constructions of “difficult knowledge” and taboos surrounding literal corporeal death, and metaphorical deaths, such as the endings of major relationships and circumstances, and the fluidity of identity. Supporting research also looks into the significance and benefits of engaging in self-reflection to help individuals proceed through life with strength, compassion, and the ability to cultivate and protect peace. The work of this thesis concludes with the production of an original piece of art that aims to include children in a conversation about loss and change and about the complicated emotions involved in these experiences. The piece, a kind of children’s storybook, also aims to offer a mindful attitude and coping techniques to children (and really anybody) to use as tools of emotional regulation and well-being in the face of major change. Keywords: Early Childhood and Childhood Education, grief, loss, change, death, children, teaching, learning, censorship, narrative, storytelling, collage, textiles