|The typical "big question" belief system development Q&A timeline of children, according to American economist Jeremy Rifkin. |
Things we were taught as children
Shown adjacent is an overview of the “big question” coming into being stages of a typical child (child prodigy anomalies aside), up through adulthood, ending with French existentialism philosopher Jean-Paul Sartre’s 1943 Being and Nothingness—itself was an extension of German philosopher Martin Heidegger’s 1927 Being and Time, both revolving around the subject of existentialism—according to the 2010 views of American economist Jeremy Rifkin, mixed in with a few other references. 
The issue here is that before age 3-5 the average person, according to modern religio-mythology belief system classifications, is taught/told about where they come from according to the god/spirit/life force—91 percent of Americans, e.g., believe in one of these life theory models—based Abrahamic/Brahmaic, i.e. Anunian theology, rooted belief system (below left), about which over 72 percent of the modern world adheres to, which does NOT corroborate with the modern physical science belief system (below right), according to which humans are 26-element "molecules" (human molecules), that were "synthesized" (not born), "reactive" (not alive), and in the end "analyzed" (do not die), as is the case for any other animate atomic geometry in the universe that comes into and out of "bound state" existence:
The following are related quotes:
“Fables should be taught as fables, myths as myths, and miracles as poetic fancies. To teach superstitions as truth is a most terrible thing. The child mind accepts and believes them, and only through great pain and perhaps tragedy can he or she be in after years relieved of them. The reason for this is that a superstition is so intangible a thing that you cannot get at it to refute it.”— Hypatia (360-415), Greek philosopher (1040 BP)
“It takes the latter half of all of one’s lifetime to unlearn the falsehood that was instilled into us during the earlier half. Generation after generation we learn, unlearn, and re-learn the same lying legendary lore. Henceforth, our studies must begin from the evolutionist standpoint in order that they may not have to be gone over again.”— Gerald Massey (1883), The Natural Genesis 
“Since as a kid I was aware of the abyss (super rift) between the material and mental worlds. I tried to bridge this abyss, but could not. Yet I kept on with my own "Steigerung" as Goethe did. Then during 1982-83 I discovered empirically that the law of entropy production applies to the spiritual [humanistic] world as it applies to the physical world. My joy knew no bounds. I have found the bridge between these two worlds with which to cross the abyss between them. Others thought I was crazy and would not dare to publish my account.
Then, in 1986, if I remember correctly, I was teaching university students the intricate calculations concerning free energy in chemical reactions. During that lecture I suddenly became aware how my mind was rushing along two levels. The lower level was concerned with chemical processes as a physical phenomenon. I executed this level almost automatically. But the higher level of my mind was exploring free energy in the process of knowing-learning as a spiritual [thermodynamics] phenomenon. I followed this level with great curiosity. I think the students became aware that I was rather absent minded that day, not perceiving my higher most thoughts. That day marks the beginning of my continual exploring of the role of free energy in the spiritulization [actualization] of humankind.”— Adriaan de Lange (2010), retrospect reflection on arrival of human free energy theory
“Origins: probably 4-5 yrs old, I believed that I came from some sort of light source, probably the sun. My first word was also "light". Life and death: I grew up in the country, so we had dead animals around all the time. Probably 6 or so before I thought about my own death as inevitable. Existence: I neglected this question until coming across your Human Molecule book at around age 30. I don't believe in the common sense notion of life. There does not seem to be any evidence that I am alive.”
— Jeff Tuhtan (2013), response to query on “big questions” recollections (see: belief system (children)) 
1. (b) The Empathic Civilization (RSA Animate) (2010) – YouTube.
(c) Rifkin, Jeremy. (2010). The Empathic Civilization: the Race to Global Consciousness in a World of Crisis (entropy, 33+ pgs; thermodynamics, 11+ pgs). Polity Press.
(d) Note: the (5avg) and (7.6avg) values come from a an inperson poll (N=8) conducted by Libb Thims (19 Apr 2013); the (7.6avg) is the mean of Goethe, who at age 9 built his own alter to nature out of his father’s natural history collection, surmounting it sulfur and with a candle, which he lit when making his devotions, Thims, who at age 15, with the obtainment of a work permit and drivers permit, at a point of subsequent legal entering of adulthood, began to ruminate on the bigger questions and whys of existence, and Tuhtan, who at age 30, above quote, began to interject into questions of existence.
(e) Anomalies include: Michael Kearney graduated high school by 8; William Sidis passed Harvard Medical School anatomy exam by age 8; Kim Ung-Yong was solving differential equations by age 4.
(f) What age do you talk to your child about where they came from? (2009) – SodaHead.com.
(g) Where do Babies Come From? – About.com.
(g) Being and Nothingness – Wikipedia.
(i) Existentialism – Wikipedia.
2. Massey, Gerald. (1883). The Natural Genesis. Publisher.
3. Hmolpedia messaging communication to Libb Thims (22 Apr 2013).
● Emmons, Natalie A. and Kelemen, Deborah. (2014). “The Development of Children’s Prelife Reasoning: Evidence from Two Cultures” (abs), Child Development, Jan 16.