Whenever reality reinforces a child's fantasied dangers, the child will have more difficulty in overcoming them...So, while parents may not regard a spanking as a physical attack or an assault on a child's body, the child may regard it as such, and experience it as a confirmation of his fears that grown-ups under certain circumstances can really hurt you.

Mental health depends upon the maintenance of a balance within the personality between the basic human urges and egocentric wisheson the one hand and the demands of conscience and society on the other hand.

We find that the child who does not yet have language at his command, the child under two and a half, will be able to cooperate with our education if we go easy on the "blocking" techniques, the outright prohibitions, the "no's" and go heavy on "substitution" techniques, that is, the redirection or certain impulses and the offering of substitute satisfactions.

A method of child-rearing is not--or should not be--a whim, a fashion or a shibboleth. It should derive from an understanding of the developing child, of his physical and mental equipment at any given stage, and, therefore, his readiness at any given stage to adapt, to learn, to regulate his behavior according to parental expectations.

Parents who want a fresh point of view on their furniture are advised to drop down on all fours and accompany the nine or ten month old on his rounds. It is probably many years since you last studied the underside of a dining room chair. The ten month old will study this marvel with as much concentration and reverence as a tourist in the Cathedral of Chartres.

Language makes it possible for a child to incorporate his parents' verbal prohibitions, to make them part of himself....We don't speak of a conscience yet in the child who is just acquiring language, but we can see very clearly how language plays an indispensable role in the formation of conscience. In fact, the moral achievement of man, the whole complex of factors that go into the organization of conscience is very largely based upon language.

We have good reason to believe that memories of early childhood do not persist in consciousness because of the absence or fragmentary character of language covering this period. Words serve as fixatives for mental images. . . . Even at the end of the second year of life when word tags exist for a number of objects in the child's life, these words are discrete and do not yet bind together the parts of an experience or organize them in a way that can produce a coherent memory.