In families children tend to take on stock roles, as if there were hats hung up in some secret place, visible only to the children. Each succeeding child selects a hat and takes on that role: the good child, the black sheep, the clown, and so forth.

In families children tend to take on stock roles, as if there were hats hung up in some secret place, visible only to the children. Each succeeding child selects a hat and takes on that role: the good child, the black sheep, the clown, and so forth.

In a study that I just did, I found that it was older children, not younger children, who felt that they didn't have enough time with their parents.

There is nothing intrinsically better about a child who happily bounces off to school the first day and a child who is wary, watchful, and takes a longer time to separate from his parents and join the group. Neither one nor the other is smarter, better adjusted, or destined for a better life.

Understanding child development takes the emphasis away from the child's character--looking at the child as good or bad. The emphasis is put on behavior as communication. Discipline is thus seen as problem-solving. The child is helped to learn a more acceptable manner of communication.

It gives us more flexibility, so we can do more, but it also creates the expectation of the instant response. It can take away your sense of control over your time.

Cultural expectations shade and color the images that parents-to-be form. The baby product ads, showing a woman serenely holding her child, looking blissfully and mysteriously contented, or the television parents, wisely and humorously solving problems, influence parents-to-be.