Childhood Flashcards

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1
Q

How do sociologists view childhood?

A

As socially constructed- something created and defined by society

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2
Q

What do sociologists argue?

A

what people mean by childhood and the status of children in society, is not fixed but DIFFERS between times, places and cultures,

This can be illustrated by comparing the western idea of childhood in the past and in other cultures

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3
Q

Who argues the most important feature of childhood is separation ?

A

Jane Pilcher

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4
Q

Jane Pilcher

A

argues that the most important feature of childhood is separateness.

Childhood is seen as a distinct life stage, and children in our society occupy a separate status from adults

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5
Q

How can Jane Pilcher’s theory about the emphasis of separateness and separate status between children and adults be illustrated ?

A

-laws regulating what children can or cannot do
-separateness through dress
-products
-services
-toys, food, play areas etc

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6
Q

What else can be related to this notion of ‘separate status’ ?

A

‘Golden age’

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7
Q

Define the concept of ‘golden age’.

A

Golden age of happiness and innocence

HOWEVER
this innocence mean that children are seen as vulnerable and in need of protection from the dangers of the adult world and so they must be separated from it

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8
Q

In what ways are children in their ‘golden age’ protected?

A

children’s lives are lived in the sphere of family and education, where adults provide for them and protect them

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9
Q

Is separate status found in all societies?

A

separate age-status is not found in all societies

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10
Q

Who argues that because childhood is socially constructed there is not one single universal experience of childhood ?

A

Stephen Wagg

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11
Q

Stephen Wagg

A

argues that because childhood is socially constructed there is not one single universal experience of childhood

this means that while all humans go through the same physical process of ageing, different societies construct or define this process differently

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12
Q

Who argues that in pre-industrial society, children as we know them did not exist?

A

Philippe Aries (1960)

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13
Q

Philippe Aries (1960)

A

Argues that in pre-industrial society, children as we know them did not exist

instead, children were ‘little adults’ who would take on adult responsibilities as young as 7 or 8

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14
Q

What work did ‘little adults’ do during the pre-industrial era?

A

-expected to help out in productive activities in the households
-may well be apprenticed out to learn a trade

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15
Q

Law’s view of children in pre-industrial era

A

7 and 8 year olds were seen as criminally responsible
-this means they they could be tried and punish for crimes such as stealing on similar basis to adults

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16
Q

Aries argued that 2 factors could explain why society did not regard children as objects of love and devotion ?

A
  • high level of infant mortality

-life was very ‘hand to mouth’ -children had to work in order for the family unit to survive, which in turn meant that they were given adult responsibilities at a younger age

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17
Q

How long did the view of ‘little adults’ remain?

A

Aries argues that the view remained common well into the 19th century with young children often being employed to work in mines and factories

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18
Q

When did the ‘little adult’ view come to an end?

A

-around middle of 19th century
-Aries argued that infant mortality rate started to decrease with improvements in sanitation and diet
-with the increasing affluence of m.c and the attitudes of m/c parents began to evolve
-as children became regarded as objects of love and devotion

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19
Q

Aries noted that a specific class still continued to treat children as ‘little adults’, which class is this and why?

A

Working class

-w/c families tended to be dependent on their children’s income for survival

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20
Q

Reasons for the changes in the position/status of children

A

-laws restricting child labour
-introduction of compulsory schooling in 1880
-child protection and welfare legislation
-growth of idea of children rights
-declining family size and lower infant mortality rates
-laws and policies that apply specifically to children
-shift from agriculture to factory production

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21
Q

Reasons for the changes in the position/status of children:
Laws restricting child labour

A

Laws restricting child labour and excluding children from paid work.
Children became an economic liability by being financially dependent on their families rather than an economic asset

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22
Q

Reasons for the changes in the position/status of children:
Introduction of compulsory schooling in 1870

A

The introduction of compulsory schooling in 1870
especially for the children of the poor
raising the school leaving age and recent government policies to keep children in i full time education of training until the age of 18 has extended this period of dependency

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23
Q

Reasons for the changes in the position/status of children:
Child protection and welfare legislation

A

Child protection and welfare legislation, such as the 1989 Prevention of Cruelty to Children Act.

Exactly a century later, the 1989 Children Act made child welfare a fundamental pricniple underpinning the work of agencies such as social services

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24
Q

Reasons for the changes in the position/status of children:
Growth of idea of children rights

A

Growth of idea of children rights

For example the Children Act defines parents as having ‘responsibilities’ rather than ‘rights’ in relations to children

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25
Q

Reasons for the changes in the position/status of children:
Declining family size and lower infant mortality rates

A

Declining family size and lower infant mortality rate
these have encouraged parents to make a greater financial and emotional investment in the fewer children that they now have

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26
Q

Reasons for the changes in the position/status of children:
Laws and policies that apply specifically to children

A

Laws and policies that apply specifically to children, such as minimum ages for a wide range of activities from sex to smoking

-reinforce the idea that children are different from adults and so different rules must be applied to their behaviour

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27
Q

Reasons for the changes in the position/status of children:
Shift from agriculture to factory production

A

most sociologists agree that the process of industrialisation
-shift from agriculture to factory production as the basis of the economy -underlies many of the changes.

e.g
compulsory education, so next workforce is educated

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28
Q

What is a key factor in bringing about the modern idea of childhood?

A

Industrialisation

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29
Q

Industrialisation

A

key factor in bringing about the modern idea of childhood and the changed status of children

30
Q

Has the status of children improved?

A

childhood is socially constructed and varies between different periods, places and cultures

-there are important differences between childhood in western societies compared with both present-day and third world countries and european societies in the past

-e.g
middle ages
child labour was a basic fact of life for almost all children, while schooling was available only to wealthy

30
Q

What does the ‘march of progress’ view argue?

A

over the past few centuries, the position of children in western societies has been steadily improving and today is better than it has ever been

31
Q

Which writers hold the ‘march of progress’ view?

A

Aries and Shorter

32
Q

Aries and Shorter

A

Aries and Shorter hold the ‘march of progress’ view they argue that today’s’ children are more valued, better cared for, protected and educated, enjoy better health and gave more rights than those of previous generations

33
Q

Family has become more ….

A

child-centred, with parents investing a great deal in their children emotionally as well as financially

34
Q

Children protected from harm and exploitation today by

A

laws against child abuse, child labour

35
Q

Which sociologists have a conflicting view of ‘march of progress’ ?

A

Marxists and Feminists

36
Q

Marxists and Feminists view on ‘march of progress’

A

-hold a conflicting view
-argue that society is based on a conflict between social groups such as social classes or genders.

in this conflict, some groups have more power, status or wealth than others

-conflict sociologists see the RS between the groups as one domination and subordination , in which the dominant group acts as oppressors

37
Q

Conflict sociologists argue that the ‘march of progress’

A

view of modern childhood is based on a false and idealised image that ignores important inequalities

38
Q

Conflict sociologists criticise the ‘march of progress’ based on two grounds:

A

-there are inequalities among children in terms of the opportunities and risk they face: many today remain unprotected and badly cared for

-the inequalities between children and adults are greater than ever: children today experience greater control, oppression and dependency, not greater care and protection

39
Q

2 major inequalities among children

A

-Not all children share the same status or experiences

-Also more important class differences between children

40
Q

Not all children share the same status or experiences:

A

-children of different nationalities are likely to experience different childhoods and different life chances
90% of all the world’s low birth-weight babies are born in the 3rd world

-gender differences between children.
E.G Hillman (1993) boys more likely to be allowed to cross or cycle on roads, use buses and go out after dark unaccompanied

-ethnic differences; BRANNEN’S (1944) study of 15-16 year old found that Asian parents were more likely that other parents to be strict towards their asian daughters

41
Q

Important class differences between children:

A

-poor mother more likely to have low birth-weight babies which may delay physical and intellectual development

-according to Woodroffe, children from manual backgrounds are more likely to be hyperactive and suffer long-standing illnesses than children of professionals

42
Q

Child liberationists

A

see the need to free children adult control

43
Q

Child liberationists believe that adult control takes place in a number of forms such as:

A

-neglect and abuse
-control over child’s space
-control over child’s time
-control over children’s bodies

44
Q

Adult control
Neglect and abuse:

A

Neglect and abuse, either physical, sexual or emotional

45
Q

Adult control
Control over child’s space:

A

Control over child’s space- children are told play in some areas and are forbidden to be in others such as some shops and hotels

46
Q

Adult control
Control over child’s time:

A

Control over child’s time-
adults in modern societies control children’s daily routines, including when they get up, eat, got school, go to bed etc

47
Q

Adult control
Control over children’s bodies:

A

Control over children’s bodies-
including how they sit, walk and run and what they wear, whether they can be picked-up, cuddled or even smacked

48
Q

Who uses the term ‘age patriarchy’ ?

A

Diana Gittens

49
Q

Diana Gittens

A

uses term ‘age patriarchy’ to describe to describe the inequalities between adults and children.

This power may still assert itself in the form of violence against both children and qomen

50
Q

Power of ‘age patriarchy’

A

This power may still assert itself in the form of violence against both children and women

51
Q

Evidence support power of age patriarchy

A

Cathy Humphreys and Ravi Thiara (2002)

52
Q

Cathy Humphreys and Ravi Thiara (2002)

A

found a quarter of the 200 women in their study left their abusing partner because they feared for their children

-such findings support Gittins’ view that patriarchy oppresses children as well as women

53
Q

Critics of the child liberationist view argue…

A

that some adult control over children’s lives is justified on the grounds that children cannot make rational decisions and so are unable to safeguard their interests themselves

54
Q

Critics of liberationist view argue (2)…

A

although children remain under adult supervision they are not as powerless as the child liberationist claim

e.g
1989 Children Act and the United Nations Convention on the Rights of the Child establish the principle that children have legal rights to be protected and consulted

55
Q

Which sociologist argues that childhood is ‘disappearing at a dazzling speed’ ?

A

Neil Postman (1994)

56
Q

Neil Postman (1994)

A

he points to the trend towards giving children the same rights as adults, the disappearance of children’s traditional unsupervised games, the growing similarity of adult and children’s clothing and even to cases of committing ‘adult crimes such as murder

57
Q

In Postman’s view the cause of both the emergence of childhood and now its disappearance lies in…?

A

lies in the rise and fall of print culture and its replacement by television culture

58
Q

Explain how TV is the cause of both the emergence of childhood and now its disappearance ?

A

TV blurs the distinction between childhood and adulthood by destroying the information hierarchy

Unlike the printed word, TV does not requrie special skills to access it, and it makes information available to adults and children alike.

The Boundary between adult and child ins broken down, adult authority diminishes and the ignorance and innocence of the childhood is replaced by knowledge and cynicism

59
Q

Which sociologists opposes Postman?

A

Iona Opie (1993)

60
Q

Iona Opie (1993)

A

-argues that childhood is not disappearing

-based on a lifetime of research into children’s games, rhymes and songs conducted with her husband Peter Opie, she argues that there is strong evidence of continued existence of separate children’s culture over many years

61
Q

Opie’s findings contradict whose claims?

A

Opie’s findings contradict Postman’s claim that children’s own unsupervised games are dying out.

Their studies show that children can and do create their own independent culture separate from that of adults

61
Q

Who suggests that some children in the UK today are experiencing ‘toxic childhood’ ?

A

Sue PALMER (2006)

62
Q

Sue PALMER (2006)

A

suggests that some children in the UK today are experiencing ‘toxic childhood’

ARGUES that rapid technological and cultural changes in the past 25 years have damaged children’s physical, emotional and intellectual development

63
Q

What are the rapid technological and cultural changes in the past 25 years have damaged children’s physical, emotional and intellectual development according to Sue PALMER (2006)

A

These changes range from junk food, computer games, and intensive marketing to children to the long hours worked by parents and the growing emphasis on testing education

64
Q

Which sociologists have expressed concerns about young people’s behaviours ?

A

Julia Margo and Mike Dixon (2006)

65
Q

Julia Margo and Mike Dixon (2006)

A

drawing on recent studies
-report that UK youth are at or near the top of international, league tables for obesity, self-harm, drug and alcohol abuse, violence, early sexula relationships and teenage prenancies

66
Q

UNICEF survey 2007

A

ranked the Uk 21 out of 25 for children’s well-being

67
Q

Concerns about young peoples bhevaioirs reveals what?

A

Anxiety that the modern notion of childhood as an innocent and protected stave is under threat

68
Q

Why is it hard to draw conclusions about the modern notion of childhood as innocent being under threat ?

A

For two reasons:
-firstlt not all children are affected equally by these negative trends. there are clusters of young people, namely those growing up on the poor end of the social scale, who live desperate lives, while other do not

-secondly it depends on which aspect of childhood we look at, some aspects siggest the continuation of childhood a s aseprate age status, while others suggest it may be disappearing or changing