The memories created in these foundation-building childhood experiences help to define who individuals are by fostering the potential of who they will be one day. By acquiring the proper tools, they will make memories for life. A wide variety of experiences and interactions are important to create memories to use in play and work, for creating masterpieces, and constructing realities. In keeping with Kotre’s unconscious processes in the development of self, unconscious learning and creative inspiration are like deposits in a bank of memories. The more deposits made, the more resources are available to access, question ideas, wonder purpose, and develop the identity of self. As part of the goal development process, inspiring objects are recalled to unfold new understandings. As Csikszentmihalyi points out, “children at play generally know that they are pretending, yet the kind of messages they receive about themselves during play may become real components of their adult selves.” How this information is integrated into the self depends on what memories are retrieved, how frequently, and whether they reinforce the current perception. Csikszentmihalyi and Kotre both describe an ideal state in childhood that is more active than that of reflective adulthood. The games that children play, the individual learning through encounters with others, are all being rapidly absorbed into a collection of memories upon which they will later reflect.