Ego identity merged with Feeling for the Child:
During the first 6 years of life, the development of the “I” comes into awareness for the child. This sphere covers the period of subconscious and preconscious existence of the child. It is a period of slow awakening of the “I” from ages 1-4 and is associated with psychomotor development. 1 A sense of belonging to a caregiver/mother builds on this gradual awareness of the “I”. From 18 months onward bonding with the caregiver/mother shows evidence of fear of strangers as the child develops reciprocal smile-reactions in interactions with familiar family faces. The ego first develops from sensory-emotional growth as the child refines and integrates the five senses and builds these preferences to learn to recognize and express their feelings. 2 This primary narcissism is egocentric feeling which is a magical and ecstatic stage and is based on basic trust exclusively with the mother/caregiver. 3 The little “I” becomes aware in reaching out to others how much unconditional love is reciprocated by the mother/caregiver. This feeling ego for the child reaches out to others in turn for sympathetic understanding and love. The child naturally expects that the world will correspond to her innermost needs; she lives on a feeling level and is almost always identified with the Moon ego. 4 When there is approval/disapproval of her behavior or acceptance/rejection by the mother/caregiver; then the child’s consciousness slowly develops an awareness of ‘good and bad’ in relationships.
Consider how traditional parents used the controversial and powerful ‘withdrawal of love/attention” to discipline a child’s unacceptable behavior by a show of disapproval. This was a universal strategy of parents in the past to manage children’s unruly behavior by sending them to their room without supper, for example. Although this method of discipline is outmoded, nevertheless, children are sensitive to acceptance and love which motivates their behavior when appropriate parental limit setting and problem-solving skills are taught to them.

Following the developmental milestones of psychomotor mastery, children’s awareness of a consciousness that includes their feeling function integration; bringing to light an inner awareness of others attraction or repulsion to their behaviors. She becomes increasingly identified with her feeling/emotional states and her ego, in reality, knows how she experiences the positive and negative valences of the feeling function. In a normal developmental schema, her inner child now knows through experience how to reach out for love and affection in getting her emotional needs met which reinforces her sense of belonging to her family group. 5 Conscious identity formation in the child is focused on one parental caregiver/mother in a one-to-one relationship. This is emphasized culturally in the USA and Western Europe which values individualism as contrasted to the collective, group ego identity common in tribal societies, the Soviet collective and the Kibbutz in Israel. In the West, if she has a normative psycho-emotional-biological development, she will take inside (introject) an awareness of the value of her identification with the caregiver/mother relationship. 6

Daylight focus of children’s consciousness:

The child’s sense of reality at age 6 is based on her perceptual integration of sensations: seeing, hearing, touching, smelling, and moving. In order to navigate reality during her routine daily activities of playing and being in the real world, she has to do so in well-lighted environments whether artificially or naturally lit. Pre-school and day care facilities depend on light as a tool, naturally, to focus activities. Thus, the child’s continued development depends on the degree in which light shines on her activities during the day. This creates her learned response to depend on her feeling function, her “I”, based in relationships and used to evaluate the quality of her daily experiences.

With the advent of our understanding of quantum realities, the assumptions about how an observers’ consciousness determines outcomes, and how children’s observations create subjective and relative views of reality; we can conclude that a child’s perception of reality, or any person’s for that matter, is not universal even though we prefer and are culturally conditioned to desire an objective, reliable and consistent view of reality.

If as the child grows, these assumptions on the nature of reality become changed and challenged by experience; and her ego identity is modified by trauma. Then her emotional stability can be threatened if she expects the same, consistent external responses to reality that she had in her past. At night when it is dark, the illusion of her static perception of the day-time world reality breaks down and her dream life threatens to dissolve her personal view of ‘reality’. This is why most children are afraid of the dark. If the child had significant traumas, she may have traumatic nightmares.

From a young age children are confronted with unfamiliar and unpredictable aspects of the world around them leading to feelings of anxiety, uncertainty and fear. This fear of the unknown can manifest as fear of strangers, unfamiliar places and ambiguous outcomes. Throughout history, folklore, mythology, and storytelling played a significant role in shaping fears of the unknown. Tales of monsters, ghosts, witches, and other supernatural beings have been used to caution children about potential dangers.
In modern times, advances in science, coupled with accelerated changes due to global warming, mass migrations, the rise of authoritarianisms, and wars- all have powerfully and profoundly shaped children’s emotional development. These interconnected factors create a complex environment for children, influencing their perceptions, beliefs and emotional well-being in profound ways. In the face of rapid globalization, technological developments, cultural shifts and social disruptions; children often turn to their parents for stability, security and guidance in making sense of a rapidly changing and uncertain world. In a world where traditional social structures and support systems are rapidly changed, children may feel a sese of disconnection and isolation leading them to seek comfort and security in the familiar and stable relationships with their parents. 7

Quantum reality and Children’s experience of what is real:

Enter quantum reality with its relative and subjective perception of whether an object is a wave or a particle. For children (and parents), the principles of quantum physics can offer a metaphorical framework for understanding the fluid and interconnected nature of children’s perceptions and experiences. Just as quantum particles can exist in multiple states simultaneously, children’s perceptions of reality are shaped by a multitude of factors, including their relationships, cultural influences and personal experiences. The relativity and inter-connectiveness inherent in quantum physics (f they can grasp its concepts and accept it) can help parents appreciate the complex and dynamic nature of children’s emotional development. This is especially important for parents guiding their children to accept the night-time experience of sleeping and dreaming and to not fear it. Because of the relative nature of their perceptions of daily reality, children’s feelings of night-time dreaming may need validation as the fluidity of their feelings change and morph into images that on the surface may seem strange and scary when compared to what they are used to during the day.

Celebration of Days and Nights:

In many cultures of the world there are celebrations which are sacred festivals that worship daylight: Kwanzaa (US); Christmas (US and Philippines); St. Lucia Day (Italy and Sweden); Diwali (India); Los Posadas (Mexico); Eid al Fitr (Arabia) 8

Examples of multicultural festivals and celebrations which honor the night/darkness experience of dreaming are: The Dreamtime Festival (Canada) indigenous people celebrate ancestor worship through dreamtime; The Festival of Dreams (Hindu honoring dreams for spiritual discovery); Day of the Dead (Mexico) dreams are believed to be the way for spirits to communicated with the living; Night of Hecate (Greece) Associated with dreams, divination, mysteries of the night; Dreaming festival- (Australia) Aboriginal dreamtime Ibid

Darkness and the night experience:

To perceive in darkness means we operate by blocking out conscious focus of individual objects. 9 For starters we know from quantum physics that consciousness and our visual perception of objects are highlighted by focused light. Light causes us to perceive separate objects on the macroscopic level. And further our perception of the traditional view of objective reality based on sense perception is only half of what exists because of quantum mechanics, superpositon, and objects below the threshold of perceivable light.

Darkness eliminates light. It is not coincidence that darkness brings on sleep and dreaming. This process suspends our conscious perceptions during sleep. And in that way darkness and sleep transforms our focused conscious attachments to objects into a dissolved, trans-consciousness state. Darkness is something entirely apart from Light. Darkness creates an intangible reality, linking our awareness to- “a river of souls. Darkness seems to be about merging or joining many intangible realities perceived by conscious minds into a union of those realties.
Consciousness focused on an object basically weaves a tapestry of diverse and interconnected experiences into the world of realities depending on the subjective position of the observer. Darkness then involves a suspension of the conscious mind collapsing that superposition into a union of some other possible realities.
These conjoined intangible realities are then made manifest as our night and dreaming reality. Darkness appears to be able to make the union of these realities tangible within our own timeline through dreaming. This makes possible speculation about perception of trans-personal realities.
I speculate that light veils, confuses, or blocks out transpersonal realities. This if proved, may further prove the relativity of our conscious perceptions. Through ego identification with objects in the outer world our consciousness causes a sense of our separateness and positionality. As our consciousness perceives the objects, subjectively, the ego attaches to an interpretation of reality that is essentially limited to sense perceptions. 10

The Moon Ego Planet and Transpersonal Neptune in Astrological Psychology:

In astrology, the Moon is an ego planet which prompts the native to identify with his/her emotions and feelings. This drive motivates us to reach out for connection to persons in the outer world for a loving connection.11 And that need for belonging to persons makes our perception of relationships, although relative, seem as if they are based on a static reality that is objective. In an analogy, our feeling drives create the illusion that people we know and our feelings for them is an objective reality. In fact, feelings are based on subjective values which are relative to the person, the social context, and via of her senses perceiving the relationship.

Astrological psychology defines the planet Neptune as a transpersonal planet symbolizing a mysterious, unknown, ideal love, and supernatural reality. Neptune’s psychological functions are associated with dreams, the unconscious, and telepathic communication which occur in darkness, at night. When we sleep and dream, 12 Neptune symbolizes a transpersonal drive that dissolves our subjective ego identifications of what we sense, feel and think uniting these with a higher octave of transcendent union through love to a higher power. This is what happens at night during dreaming as one surrenders to the night. 13
The Moon as our inner child, connects personal ego attachments based on the need for belonging and positive feelings for ourselves to significant others; furthermore, the trans-personal planet Neptune represents a union of all the ego-based attachments blended into a whole, dark world in union with God. I speculate that the light on objects in the outer world when focused by consciousness in the day, is based on the illusory world of sense perception ; and the ‘real’ world is the experience of night with its darkness and union of all forms including what is not able to be perceived and known in the light of day.
Quantum physics has shown that there are two inter-related realities: the visible , material world of things/people and the invisible world of potentialities. From quantum physics there is a definition of light as a quantum veil behind which reality is hidden/ inaccessible. Esoterically, the Moon is said to veil Neptune in that it makes our need for personal love more important than transpersonal love.14
Our needs for ego attachments to the outside world, are conditioned by consciousness and as quantum physics asserts- are relative, illusory sense perceptions. At night our dreaming experience blends and breaks down all those conscious assumptions about the nature of reality and metaphorically unifies them into themes which are transpersonal and intuitive. This assertion makes us ponder the meaning and the profound power of the nighttime experience of sleeping and dreaming.

1 Huber, Bruno and Louise, Life Clock, Hopewell Publishing, Knutsford, UK, 2006 p. 39
2 Jung, C.G. Psychological Types, Bollingen Series, Princeton , NJ, 1923. p. 388
3 Erikson, Erik, Childhood and Society, Trust vs. Mistrust, Norton Publishers, NY, NY
4 Huber, Bruno and Louise, The Planets, Hopewell Publishing, Knutsford, UK, 2006 p. 39
5 Ibid.
6 Grove, John d. Play Therapy in the US and Western Europe vs. Collective Education in the Israeli Kibbutz and Soviet Union: A Cross Cultural Comparative Investigation, Fairleigh-Dickenson University, NJ, May 1973, Master’s Thesis
7 Artificial Intelligence about the blending of rapid social change effects on emotional stability of children
8 Cech, Maureen, Globalchild: Multicultural Resources for Young Children, Addison- Wesley publishers, NY, NY, pp- 122-123
9 Fox, M and Sheldrake, R. The Physics of Angels, Monkfish Books, Rhinebeck, NY. 1999, p. 146. Darkness
10 Reddit, The Science of the Veil Explained: the Von Neumann-Wigner Hypothesis, DestinyLore; Lettucedifferent5104, 2024
11 Huber, Bruno and Louise, The Planets, Hopewell, Knutsford, UK. 2008. p. p. 37, the Moon
12 Grove, John, Dreams and Astrological Psychology, Hopewell, Knutsford, UK, 2014. p 107. Neptune
13 Huber, Bruno and Louise, The Planets. Hopewell Publishing, Knutsford, UK, p. 86
14 Hopewell, Barry and Joyce, The Second Time Around, Hopewell publishing, Knutsford, UK.,2023, p. 141, 143