Death Is an Abstract Concept: A Discussion

It is obvious that the movie My Girl illustrates several aspects of the cognitive and emotional development of children’s understanding of death. Although Vada seems to have a fairly clear understanding of the inevitability and unpredictability of death, she has some difficulty with its all-inclusiveness in that, although she is quite preoccupied with her own death, with her constant visits to the doctor reporting various fatal diseases, she does not seem to be concerned about the possible death of those close to her. This is consistent with the finding that “most children understand their own personal mortality before they understand that all people die” (p. 17, Corr & Corr, 1996). This is so despite her extensive experience with death while living in a funeral parlour.

Meaning and significance of death in the light of the Christian narrative is addressed and shows a deep understanding, including a detailed description and many examples.

They used a hard vocabulary to contain the terrible softness. Greased they 'd say. Offed, lit up, zapped while zipping. It wasn 't cruelty, just stage presence. They were actors. When someone died, it wasn 't quite dying, because in a curious way, it seemed scripted, and because they had their lines mostly memorized, irony mixed with tragedy, and because they called it by other names, as if to encyst and destroy the reality of death itself. "

Nagy suggests this final stage to be a child’s first realistic view of both death and the real world. I too had a similar occurrence but it was a number of years after the age of nine. Nagy’s stages are quite insightful and probably useful to understand if raising a child. I understand these stages are not strictly contained to specific age groups, something Nagy acknowledges, but I cannot help but notice the fact that stage two continues far longer than Nagy foresees. It is probably fair to say that most people do not view death as the definitive end to living and through supernatural belief many see themselves transcending into a beyond of some kind. In a sense, most people never surpass stage two. I don’t mean to be controversial, but in order to inter stage three one has to understand death as definitive and unavoidable, something most people well over the age of nine do not. To conclude, Nagy’s stages, fascinating though they may be, in my opinion are not fully applicable to the development of death related concepts in

materialistic-biological concept views an acceptable death to be one that is sudden and pain-less (Campione, 2004). Lastly, those who believe in the personalistic concept of death view it as tolerable when there is hope of not dying (Campione, 2004).

“Mommy, when will I die?” I can still hear my 4-year old’s little voice asking me this question from the backseat as I am driving. How do I answer her? Do I tell her the truth? Do I lie to her? How do I explain death to a 4-year-old? For her, this question was out of curiosity not fear. For me, this was the most gut wrenching question I had ever been asked. Holding back tears, I gave her the best answer that I knew at the time. “Everyone dies sweetie. Nobody knows exactly when they are going to die. Sometimes it just happens when you least expect it. We all hope to be here for a really long time. And there will always be

First, children being afraid, young, and clueless, leads to nothing but chaotic events. When it comes to death, what child would not be afraid? They do not know what’s going on and what’s happening. Especially children ages 5-14. They understand what people say and can talk, but that does not mean they choose right decisions, or the wrong ones intentionally. They do not what’s

Marked difficulty accepting the death. In children, this is dependent on the child’s capacity to comprehend the meaning

To a child, avoidance can be a message.” They will eventually pick up the signals because death happens everywhere. I have seen dead animals: birds, worms, cockroach, etc. Kids see these things and they’re aware of it. It helps if they’re informed about it because they should be able to express their feelings. Doughty claimed “my childhood would have been different if I had been introduced directly to death (33).” Once they’re exposed to death, it won’t hurt them as much comparing to finding out death later on. If you don’t think about death, you wouldn’t be able to be prepared when it does

Life has many lessons in store for us. Often times, one of the most terrifying and traumatic lessons a child can learn really has nothing to do with life--but rather, death. Unfortunately, it is a lesson that we all must encounter at some point. No matter the age or circumstance, it is hard to understand how something so dark and mystical can impact our lives so much. It is even harder to cope with the loss of a loved one and to come to terms with knowledge that each day we live, we become one closer to dying.

In addition, Cicirelli said, “The meanings of death and life are interdependent. Life gains its meaning from the fact of death. How, when, where, and why one anticipates dying influences the meaning of the life that one has. Such a view implies changing individuals over time, and consequently a life-span perspective on development of personal death meanings and related death fears. One would expect the individual to develop different personal meanings and death fears over the course of life from early childhood to adolescence, young adulthood, middle adulthood, and old age”( Cicirelli 715). When I was seven years old, I fear of death because the dead body and the coffin. There are a lot of Chinese horror movie talk about dead people who become zombies, then at night, they will come out of

Death is something that many people fear and many people face. Most people do not know exactly when they are going to die, but being given a sort of idea of that can change the way someone thinks and acts drastically. Death is in escapable. Everyone must die eventually, some young, like my friend in fifth grade who passed from being in an ATV accident, and others old, such as my 15 year old cat who recently passed.

It is believed that children do not experience grief until one has been through adolescents and can distinguish thoughts and feeling from emotions. According to Glass (1991), a child can grasp the notion of death during early childhood; and can begin to grief as early as six months (Willis, 2002). Willis (2002) believes from a moderate perspective that children begin to understand death and grieve approximately at three to four years old. Many times, small children are affected by loss and their grief is often underestimated. Children between the ages of three to five years old fall into stage one. During stage one; children view death as a going away from one place to another. It is believed that the deceased person has just relocated and is living in a new location. Stage two consists of children between the ages of five to nine years of old. In this phase, death can be fixed. It is thought that if one

Nader and Salloum (2011) made clear that, at different ages, children differ in their understanding of the universality, inevitability, unpredictability, irreversibility, and causality of death. They believed, despite the increasing understanding with age of the physical aspects of death, a child may simultaneously hold more than one idea about the characteristics of death. However, factors that complete the determining nature of childhood grieving across different age groups may be a difficult task for a number of reasons including their environment in means of the support they have available, the child’s nature in terms of their personality, genetics, and gender, coping skills and previous experiences, the developmental age, grieving style, whether or not therapy was received, and the relationship to the deceased (Nader & Salloum, 2011). Crenshaw (2005) found that according to our current understanding of childhood traumatic grief and normal grief, thoughts and images of a traumatic nature are so terrifying, horrific, and anxiety provoking that they cause the child to avoid and shut out these thoughts and images that would be comforting reminders of the person who died. The distressing and intrusive images, reminders, and thoughts of the traumatic circumstances of the death, along with the physiological hyper-arousal associated with such re-experiencing, prevent the child from proceeding in a healthy way with the grieving process (Crenshaw, 2005). McClatchy, Vonk, and

Death is a familiar thing to most of us, whether you’ve had a loved one pass or have seen a lot of pain. The reason I picked this topic is because of all the ways and things that can happen, in our lifetime, what is the most scariest thing people have trouble with and death popped into my head. I asked the question, ‘Are you afraid of dying?’ My belief was that the youth would be less likely to be fearful of dying compared to the older populations I interview and researched. I believed that the youth would see it as a long time away and would be more focused with living rather than focusing on something they can’t control. I believe that the elderly would have a bigger problem with death because of all the problems that come with old age. As you age everything becomes closer and is more realistic.