Contention on the Characterization of Environmental Consciousness to Children and their Childhood Self-concept
According to John Locke’s ”tabula rasa” theory, which holds that people are born without mental content and that all knowledge comes from experience or perception, as the kid approaches the world after conception, the senses gradually engage as they process objects (Duschinsky, 2012). In the early stages of life, it is a well-known natural phenomenon that children are unable to make decisions about things, such as the precise words to use in communicating and to use in describing, and labeling things around them. However, what is certain in this phase is the capability of feelings because it is the emotion that fuels their existence.
The life instinct and the death instinct, or good and bad, love and hate, creativity and destruction, are fundamental conflicts that Klein (2016) believed human infants are continually involved in. Infants naturally choose pleasurable sensations over unpleasant ones as the ego progresses away from disintegration and toward integration. Infants group their experiences into positions or methods of interacting with both internal and exterior things to deal with this dichotomy of good and terrible feelings. Additionally, because the need to survive is innate and no less important to a child, the youngster will express a particular type of ”demand” that they believe is vital for their existence. This demand can be in a form of security and protection as the realities of the broken world with a broken environment are unconsciously traversing the thought-making processes. The idea that can be drawn here is purely the gratification of this demand which leads to the question, how can parents gratify this when they are already living and experiencing environmental degradation in various forms and shapes, and contributing to a collective solution is already just an option rather than a responsibility?
Characteristics toward oneself and the surroundings are mostly shaped by social and cultural circumstances, particularly childhood experiences. People who don’t have their fundamental needs for love and compassion met as children grow up with a basic hatred toward others and the wider world and experience basic anxiety. Using one of the three main related styles—going toward people, moving against people, or moving away from people—which put social and environmental duties on the line—people can fight basic anxiety, according to Horney’s (2013) theory. Normal people are free to employ any of these ways to interact with others, but neurotics are forced to firmly rely on only one. A ”fundamental intrapsychic conflict” is created by compulsive behavior and may take the shape of an idealized self-image or self-hatred. The idealized self-image is expressed as a “neurotic search for glory, neurotic claims or neurotic pride” . Self-hatred is expressed as either self-contempt or alienation from self.
The comprehension of the informants’ self-concept in the context of the Eriksonian psychosocial development theory anecdotes contends the cutting edge of these important tenets: First , self-concept development takes place according to the ‘epigenetic principle’i.e. one part arises out of another and has its own time of ascendency that does not entirely replace earlier components ;second , in every stage of life there is an interaction of opposites- a conflict between a ‘syntonic’ (harmonious) element and a ‘dystonic’ (disruptive) element (Erikson, 1993).
Many factors interact with one another and affect how the developing child develops into a unique individual during childhood and in the context of the environment. The point is that environmental education for children, which I keep bringing up in this paper, goes beyond simply imparting information to them about clean energy and climate action; rather, it sensitively works via the development of their character. According to this argument, education won’t be wasted after the persona and early self-concept are defined.