The Security of the Child's World

Abstract

This study describes common situations where children perceive risk and where we, as adults responsible for them, can lend a sense of security to their explorations. I first discuss the texture of risk in children’s everyday lives, then indicate how adults can influence this texture of risk by supporting, guiding, and instructing. These are lesser modes of pedagogic presence than are challenging and encountering children if we wish to establish the security of the child’s world. Phenomenological description of these various modes shows how children can learn to become responsible for the risks they face and acquire a sense of security that makes certain risks worth taking. Cette etude decrit des situations courantes dans lesquelles les enfants percoivent un risque et ou nous, en tant qu’adultes responsables de ces enfants, pouvons les rassurer dans leurs explorations. L’auteur discute d’abord de la nature du risque dans le quotidien des enfants, puis indique comment les adultes peuvent intervenir aupres de ceux-ci par leur soutien, leurs conseils et leur enseignement. Il s’agit la, pour qui veut securiser l’enfant, de meilleurs modes de presence pedagogique que le fait de le confronter ou de lui lancer des defis. La description phenomenologique de ces divers modes de presence revele comment les enfants peuvent apprendre a se responsabiliser par rapport aux risques auxquels ils font face et acquerir un sentiment de securite qui les incite a considerer qu’il vaut la peine de prendre certains risques. Latch-key children, sexually abused children, children from dysfunctional homes, abducted children, children in homeless families, street children—all live in a risky and dangerous world. Other children not facing such unfortunate conditions may yet become aware of risk and danger. If left completely to themselves, or if by our actions we disregard their fears and difficulties, children may find themselves exposed to risk. What are we to do about the security of the child’s world? How might those responsible for the care of children ensure that they grow up sensing the security necessary for their growth and development? Bowlby (1969; 1973; 1980) and subsequent researchers (Ainsworth, Mahler, Sroufe, Winnicott) show how a sense of security can be cultivated. Two main sets of influences contribute to a child’s sense of security, namely, the influence of a trustworthy person who can “provide the kind of secure base required at each phase of the life-cycle,” and the capacity of another individual to respond in a trusting manner and “to collaborate with that person in such a way that a mutually rewarding relationship is initiated and maintained” (Bowlby,