The aim of this thesis is to investigate the didactic and formative aspects in four Canadian life cycles. The focus lies on Margaret Atwoods Moral Disorder, Alice Munros Lives of Girls and Women, Shyam Selvadurais Funny Boy and Debbie Howletts We Could Stay Here All Night. All these life cycles follow the protagonists transformation from child to young adult. Childhood narration, especially in the genre of the life cycle, is coined by fragmentation and time gaps. Within the life cycles only the most significant events are narrated as not every moment can be captured. Moreover, between the individual stories time gaps appear, often visualizing major developments. Usually, one short story covers one episode in the characters life, either focusing on the relationship with other characters, institutions, feelings, books or other factors of guidance which cause a severe transformation or development of the protagonist. In order to analyze how the characters are influenced, concepts concerning on the psychological development as well as issues of morality, values, gender, sex, and didactic and formative aspects that shape the character (not the reader of the life cycle) will be defined. Through defining and analyzing these concepts as well as factors of guidance, such as literature, family or institutions, it is possible to discuss approaches of growing up in a critical manner and highlight how characters until the age of about nineteen develop, acquire knowledge and find their place in society as represented in representative Canadian texts.