This study analyzes a set of drawings of childhood memories and brief accompanying narratives created by 16 preservice student teachers enrolled in a teacher education program in the United States and focuses primarily on the forms, metaphors, and symbolic representations that beginning teachers use to represent the time of childhood. As argued, a reach into one's own childhood surfaces a wide range of continuities and discontinuities that can disrupt settler colonial theories of stage-wise developmentalism as the primary logic undergirding teaching and learning, an approach commonly found in many teacher education programs. Theoretically grounded in Michel Foucault's concept of the truth-demonstration, this article presents original drawings that represent five distinct forms and ends with pedagogical implications for how teacher educators can use such artifacts and methods to productively critique normalizing frameworks of how children should be.