Childhood Flashcards
REQSONS FOR CHNAGES IN THE POSITION OF CHILDREN - Laws restricting child labour and excluding children from paid work
from being economic assets who could earn a wage, children become an economic liablity, financially dependant on their parents
REASONS FOR CHNAGES IN THE POSITION OF CHILDREN -The introduction of compulsory schooling in 1880
had a similar effect, especially for the children of the poor (middle- and upper-class children were already receiving education). The raising of the school-leaving age has extended this period of dependency.
REASONS FOR CHNAGES IN THE POSITION OF CHILDREN -Child protection and welfare legislation,
such as the 1889 Prevention of Cruelty to Children Act. Exactly a century later, the 1989 Children Act made the welfare
of the child the fundamental principle underpinning the work of agencies such as social services.
REASONS FOR CHNAGES IN THE POSITION OF CHILDREN - The growth of the idea of children’s rights
For example, the Children Act defines parents as having ‘responsibilities’ rather than ‘rights’ in relation to children, while the United Nations Convention on the Rights of the Child (1989) lays down basic rights such as entitlement to healthcare and education, protection from abuse and the right to participate in decisions that affect
ther, such as custody cases.
REASONS FOR CHNAGES IN THE POSITION OF CHILDREN - Declining family size and lower infant mortality
rates
have encouraged parents to make a greater financial and emotional investment in the fewer children
that they now have.
REASONS FOR CHNAGES IN THE POSITION OF CHILDREN - Children’s development became the subject of
medical knowledge.
Jacques Donzelot (1977) observes how theories of child development that began to appear from the 19th century stressed that children need supervision and protection.
REASONS FOR CHNAGES IN THE POSITION OF CHILDREN - Laws and policies that apply specifically to children,
such as minimum ages for a wide range of activities, from sex to smoking, have reinforced the idea that children are different from adults and so different rules must be applied to their behaviour.
REASONS FOR CHNAGES IN THE POSITION OF CHILDREN - Industrialisation
Most sociologists agree that the process of industrialisation - the shift from agriculture to factory production as the basis of the economy - underlies the above changes. For example, modern industry educated workforce and this requires compulsory schooling
of the young.
CROSS-CULTRAL DIFFERENCES IN CHILDHOOD
Less value is placed on children showing obedience
to adult authority. For example, Raymond Firth (1970)
found that among the Tikopia of the western Pacific,
doing as you are told by a grown-up is regarded as a
concession to be granted by the child, not a right to be
expected by the adult.
CROSS-CULTRAL DIFFERENCES IN CHILDHOOD - Children’s sexual behaviour is often viewed differently.
For example, among the Trobriand Islanders of the south-west Pacific, Bronislaw Malinowski (1957) found that adults took an attitude of ‘tolerance and amused interest’ towards children’s sexual explorations and activities.
CROSS-CULTRAL DIFFERENCES IN CHILDHOOD - they take responsibiliry ag a young age
, Lowell Holmes’ (1974) study of a Samoanvillage found that ‘too young’ was never given as
a reason for not permitting a child to undertake a
particular task: Whether it be the handling of dangerous
tools or the carrying of extremely heavy loads, if a child
thinks he can handle the activity, parents do not object’.
CROSS-CULTRAL DIFFERENCES IN CHILDHOOD - they take responsibiliry ag a young age - SAMANTHA PUNCH
Samantha Punch’s (2001) study of childhood in rural Bolivia found that, once children are about five years
old, they are expected to take work responsibilities in the home and in the community. Tasks are taken on without
question or hesitation.
The globalisation of western childhood
For example, campaigns against child labour, or concerns
about ‘street children’ in developing countries, reflect western
views about how childhood ‘ought’ to be - whereas in fact,
such activity by children may be the norm for the culture and
an important preparation for adult life. In this view, western-
style ‘childhood’ is spreading throughout the world.
HOWEVER ,arguably such campaigns have little
impact on the position of
children in developing countries.
Childhood is a social construct
Sociologists belive “childhood” only exists because of the way society has created it.
We can suggest that childhood is a social construct by looking at 3 categories:
- Differences in childhood between different societies (cultures)
- Differences in childhood in a society (places)
- Differnces in childhood over time
Modern Western View - PILCHER (1995)
Notes that the most important feauture of the modern idea of childhood is SEPERATENESS. It is a distinct life stage and a seperate status from adults. This is shown in laws, dress, products, food etc
Differences in childhood between cultures - BENEDICT (1943)
Found that children in non-western cultures have more responsibility at home and work
Behavoir from a child was also less clearly seperated from the expected behaviour of adults
AO3 - At the time of Benedict’s research, western societies had a VERY different opinion of non-western cultures. There was an idea that adults in these societies were child-like themselves.
Differences in childhood between societies - PUNCH (2001)
They take resposibility at an early age
Punch studied children in rural Bolivia and found that once children are 5 years old they are expected to take on work in the home and community with no hesitation.
Child Labour
- In some cultures children are seen as an ‘economic asset’ and expected
to engage in paid work - In Less developed countries children are often seen as a source
of cheap (free) labour on the farm, in the home or in sweat shops where the wage can
help boost the family income.
Child soldiers -
In conflict, typically young teenage boys may be recruited to fight,
effectively taking on very serious adult responsibilities several years younger than they
would do in western’ societies.
Forced Marriage -
In some countries, young teenage girls are sometimes coerced into
arranged marriage without their consent, taking on the duties of a wife or mother at a
young age. This is well-documented in India and Ethiopia, for example.
Example?
In West Africa, thousands of girls and women have been enslaved by a practice called
“trokosi”. Girls as young as seven are given away by their family to pay for the sins of
family members. They get forcibly shipped to a shrine, possibly in a foreign country,
stripped of their identity, and are forced to work as ‘servants of God’
Differ´nces in childhood between societies - FIRTH (1970)
Less value is placed on obedience from adult authority
FIRTH(1970) found that amongst the Tikopia of the Western Pacific doing what you are told by a grown up is regardedas a concession to be granted by the child not a right to be expected by the adult
Imposed etic
Judging another culture, saying a culture isnt okay and that ours is right
Differences in childhood between societies - MALINOWSKI (1957)
Children’s sexual behaviour is viewed differently
Malinowski found that adults in the Trobriand Islanders took an attitude of tolerance and amused interest towards children’s sexual explorations and activities
Experience of childhood
One major difference in childhood within a society is the EXPERIENCE of childhood. Middle class children may be more likely to go to private school and afford the latest technology
Differences in childhood over time - ARIES (1960)
Aries argued that in the middle ages (10-13th Century) “the idea of childhood did not exist)
AO£: POLLOCK (1983) critisises this view and suggest that society just had a different notion of childhood
Differences in childhood over time:pre-industrial Britain - childhood and adulthood were not clearly distinguished
Children has SIMILAR RESPONSIBILITIES to adults
WORK began at an early age
There were NO DIFFERENCES IN RIGHTS
High infant mortality rates meant that PARENTING ATTITUDES WERE DIFFERENT (shorter, 1975)
Industrialisation
The main catalyst for this change in childhood was INDUSTRIALISATION ( a shift from agriculture to factory production
I.e a need for educated workforce, higher standard of living and better wellfare provision)
The “Cult of Childhood” - ARIES (1960)
Argues childhood emerged from the 13th Century in te form of:
- Schools - this reflected the influence of the church e.g fragile creatures of God
- Distinction in clothing
- by 18th century there emerged books on childrearing with a child centerdness of the family
Postman (1994) Disappearance of Childhood
Thinks that childhood is dissapearing “at a dazzling speed”
- trend towards giving children same rights as adults
- The disappearance of children’s traditional unsupervised games
- growing similarity in clothing
- children being able to commit adult crimes e.g murder
Postman (1994) - print culture
Children lacked literacy skills so they couldnt explore adult matters and material such as :
- sex
- money
- violence
- illness
- deathe
Postman (1994) - Television culture
- Adult authority is weakened
- Boundaries between adults and children are blurred
- Information available to adults and children alike
Ao3: Postman (1994) - COUNTER ARGUMENT
Opie (1993): argues that childhood is not dissapearing based on a life time of research into childrens unsupervised games and rhymes and songs.
Jenks (2005) childhood is not disappearing but changing
Jenks (2005)
Argues modern society prepared the child to be a productive adult. The education system, imposed discipline and conformity
Modern (industrial) society 1850-1950
Rise of industrialisation Capitalism Growth of cities Scientific thinking (oposed to religion) Childrens rights became more protected
Post modern society
Stable institutions (e.g church) which used to bind us, have much less influence now
Rise of globalisation
New media technologies
Individuals are free to constructt their culture and identity
Consumerism allowing you to choose your lifestyle
Postman 1994: Print VS Television culture
It has been the cause of change: no engagement of the brain, eposed to more innapropriate content
Postmans views are
Looking through the affect of printed media and its affect - narrow theory - reductionist - NOT CONSIDERING OTHER FACTORS
Information hierarchy
Those who can read have the advanatage
The Child-centred family - we now have:
- Higher standards of living
- Smaller family sizes
- Lower mortalitity rates
The March of Progress views holds that the family (and society) has become more child centred. They are:
- the focal point
- Consulted on decisions
- Invested in (financially and emotionally)
- Desire for them to have a better future
HAS CHILDHOOD IMPROVED?: Yes - Aries belived children in today’s societies:
- Are more valued — child centred familes
- Are more protected — laws e.g childresn act (2004)
- Are better educated — government spending
- Are healthier — Better healthcare (NHS)
- Have more rights — UN Convention on the Rights of the Child (UNCRC)
CHILDHOOD HAS BECOME WORSE - Toxic childhood (Palmer, 2010)
Believes that rapid technological and cultural chnageds in the last 25 years have daaged children’s physical, emotional and intellectual development.
This is the result of intensive marketing to children, parents working long hours, junk food, computed games & testing in education
The Conflict View
- Conflict sociologists (marxist and femenists) argue society is based on conflict between different social groups.
- Some groups have more power,status, wealth and others
- Dominant and subordinate group of which the dominant suppress
The conflict view - MARCH OF PROGRESS IS FALSE
Idealised ignoring inequalities:
- between children
- between adults and children
