ABSTRACT
When children use a temporal framework to examine their achievements (and the feelings of self-worth that are attached to these achievements), they contrast their ability to accomplish something now with their previous inability to accomplish it As children reach the age of three or more, they develop a sense of history, and they realize that what they could not do yesterday they can do today, and what they cannot do today they will be able to do tomorrow. When childrens understanding of their achievements is supported by those close to them, these comparisons become satisfying and pleasurable. … However, this temporal notion of achievement begins to weaken just as children enter school age … whereas a preschool child in the United States might ask, “Can I do it better than I did before?” a child during the early school years begins to asky uCan I do it better than the other children in my group?” Unless elementary schools consciously attempt to balance this “comparative” framework and offer more collaborative notions of self-achievement it will be difficult for most children to develop attitudes and values consistent with critical democracy.
