Childhood is linked to a specific social context and intense social interpersonal relations that are temporally and culturally determined. Recent studies approach childhood as a social and cultural phenomenon, from the position of multidimensionality and extreme complexity. Childhood is not an isolated, protected, well-controlled and predictable way of guiding a child towards the world of adults. A "good" childhood is characterized by open and direct communication between social actors who are stakeholders in individual childhoods, sincere non-verbal expressions, continuity and coherence in relationships, strength, but also flexibility of the family and social system as a whole. The importance of life experiences from childhood is unquestionable for the later life of each individual. If these experiences in childhood were harmful or had a great benefit, they can very often be indicative of later changes, as well as difficulties that occur throughout life. The goal of the research was to study how contemporary childhood research defines unfavourable or favourable events in childhood and how they are connected to later biological, psychological and social changes. To reach the desired goal, we studied scientific papers concerning childhood and, based on the key definitions of childhood, set up a matrix based on which students attending teacher education courses wrote three essays about their childhood, their parents' and grandparents' childhood. Based on the obtained results, using the method of content analysis, we will present transgenerational insights into childhood. The findings will provide insight into the importance of pedagogical prevention of adverse life events in childhood.

Keywords: Child, favourable events, unfavourable events, qualitative analysis, transgenerational insights.