ABSTRACT
It is ironic that, despite the fact that adults and children have been present, sideby-side, in human societies from the beginning of time, there is still a need to learn more; surely by now the mature, experienced and rational adults will have gained enough insight to enable them to understand childhood experiences. It is, potentially, here that the first difficult issue in studying child development arises, as it seems logical that if we have all experienced this process we should all appreciate what it involves. Yet the search for meaning continues. The essential problem is how to investigate the experience of children in such a way that their voice, thoughts and feelings are made clear. If we were to rely on adult memories and reflection then no doubt a whole array of different experiences would be presented, interpretations given, fantasies conjured up and difficult memories ‘erased’. If we next consider some historical insight, then the road to the influence of psychological thinking within child development will be made clearer.
