Childhood Flashcards
Views of Childhood
Some sociologists argue that children now have a ‘toxic childhood’ – exposure to technology, social media, less stability in family life, less freedom to play, more testing in schools. (Palmer)
Family size is smaller and there is more of a focus on romantic love or the ‘pure relationship’ and so children are seen as products of a special relationship (Giddens). Also because relationships are more likely to breakdown more emphasis is placed on the enduring parent-child relationship. (Jenks)
Social class, ethnicity, gender all affect young people’s experiences in childhood. Children have had the highest poverty rates throughout the last 25 years. Twenty five years ago, a third of children lived in poverty. This fell to 28% by 2004/05 and reached its lowest level of 27% in 2010/11 to 2013/14. Since then, child poverty has been rising, reaching 31% in 2019/20. (Joseph Rowntree Foundation)
The dominant framework of childhood
Often ‘childhood’ can be seen purely as a time of biological and psychological development. Wyness (2006) calls this the ‘ages and stages’ approach.
This approach reflects ideas that children should be competent in certain skills at certain points, with ‘benchmarks’ being set to measure development, and places all children into the same category of experiences.
Childhood is socially constructed
Childhood is not about biological facts, it is socially constructed. That is, ideas about childhood, behaviour considered appropriate, the way children are treated, how long childhood lasts, is all determined by cultural trends and values.
Kehily
Kehily argues that “Childhood is not universal; rather, it is a product of culture and as such will vary across time and place.
Western notion of childhood- protected stage
ilcher argues that the most distinctive feature of childhood is separateness. Childhood is seen as a clear and distinct life stage
E.g. laws regulating what children can and can’t do, differences in dress, products, and services for children.
Childhood is seen as a golden age of happiness and innocence which needs protection. However this view of childhood as a separate age status is not found in all societies.
Cross-cultural differences - studies
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 community and the tasks are taken on without question or hesitation.
Lowell Holmes’ (1974) study of a Samoan village found that ‘too young’ was never given as a reason for not permitting a child to undertake a task whether it was handling dangerous tools or carrying heavy loads, if a child thought he could handle the activity parents did not object.
In many conflict zones children are used as child soldiers.
It is normal for children to work in many parts of the
Historical differences in childhood
Philippe Aries (1960) ‘Centuries of Childhood’
Sees childhood as an ‘invention’ of the twentieth century
Why?
Medieval Europe children were viewed as ‘small adults’ and were treated as such. Soon after being weaned they entered wider society and worked and socialised around adults. They were not seen as having a different nature or needs to adults and dressed the same as adults. The law did not distinguish between children and adults and they could face severe punishments.
Ladurie (1990) suggests that households were based on ‘sociability’ - children would interact with many more adults than today.
Historical Development of childhood- Aries
Historical development
Aries argues that from 13th century onwards elements of modern notion of childhood emerged.
Schools came to specialise purely in education of the young rather than adults.
Increasing distinction between children’s and adults clothing especially amongst upper classes (17th century)
By 18th century handbooks on childrearing were available.
These changes happened amongst upper classes first
modern development
Key factor: After industrialisation - Laws restricting child labour and introducing compulsory education so their time was spent separately to adults, and family and they were viewed as needing protection.
Compulsory schooling 1880
Child protection and welfare laws ‘Prevention of cruelty to children Act’ 1889
Concept of children’s rights e.g. UN Rights of a child.
Declining family size
Theories of child development emerge
Laws and policies that apply specifically to children.
Historic development of childhood-Willmott and Young
Willmott and Young – ‘stratified diffusion’
They suggest that the distinction between ‘child’ and ‘adult’ first appears in the upper Class
Over time children of all classes come to receive more education and have access to a wider range of resources .
Reasons for the emergence of modern childhood
Romantic love – marriage for love and children are special
Technological changes – exposure to adult world - reading
Policies – to protect children
Economics of children – a liability and not an asset
Family size – smaller families – quality relationships
‘Expert’ knowledge – on child development (Donzelot)
Reasons for child-centredness
Increased standards of living #
Media reporting increases parental fear
Concepts such as “tweens”/“pester power”
The expense- children as consumers/childhood as a market
Falling birth rates=smaller families
Programmes / books etc telling us how to be good parents (eg super nanny)
Increased parental fears- “paranoid parenting” (Gill “No Fear” 2007)
Children no longer an economic asset but an economic burden
Childhood is lengthening/ increased child-centredness -Aries
Aries said we are now obsessed with childhood and described the 20th century as the ‘century of the child’. Why do you think he said this? Do you agree?
Compared with the historical context, childhood is a protected and privileged time and a distinct life stage from adulthood. There are many laws and protections in place for children and they are economically dependent and in education for longer.
According to Aries the rise of industrial production ie. factory based work unsuitable for children, the extension of the education system,laws to protect them and rise of expert knowledge on children and separate goods, services and social spaces for them means childhood is a protected life stage. This is a ‘march of progress’ view – that is the idea that society is improving over time.
Social Policy ands Children
1989 – The Children Act – welfare of the child is fundamental principle underpinning the work of all agencies working with children such as social services.
Social services and laws protecting children from abuse e.g. Safeguarding.
Compulsory education to 18 – how has this impacted children? Is it a good thing? Do you agree with Rishi that Maths should be compulsory to 18?
Online Safety Bill: Four in five adults want social media bosses held legally responsible if children hurt by content | Science & Tech News | Sky News – What do you think?
The Divorce Reform Act 1971– how did this affect children? Which other policies have meant children are brought up in diverse family types?
State funded childcare – Government provide some free childcare for 2 – 4 years olds.
Childhood is lengthening/ increased child-centredness-Jenks
Jenks – In postmodern society the pace of change speeds up and relationships are more unstable, for example divorce is more common. This generates feelings of insecurity and in this context relationships with their children become more important as a source of adults’ identity and stability. Relationships with their children have become adults last refuge from the constant uncertainty and upheaval of life and as such Jenks argues that childhood continues to be a separate status and that we are child centred. Relationships with our children are now viewed as the most important.
The end of childhood?-Palmer
Palmer (2015) ‘Toxic Childhood’ argues that rapid technological and cultural changes in the past 25 years have damaged children’s physical, emotional, and intellectual development. These changes range from junk food, computer games, intensive marketing to children, to long hours worked by parents and emphasis on testing in education. UNICEF surveys consistently rank UK children’s well-being as relatively low compared to other European countries.
“consumption as compensation”
Parents are ‘cash rich but time poor’.
Children are indulging in adult leisure pursuits e.g. alcohol, drugs, sex
Adults try to “hang onto their youth” for longer.
Childhood is lengthening/ increased child-centredness-Gill
Gill – In some ways children may appear to be growing up faster with greater exposure to adult world but in relation to everyday autonomy this is not the case. They are subject to greater control and adult supervision than ever before. This limits their ability to develop skills needed for growing up. Can we interpret this as contributing to the disappearance of childhood or does it imply a prolonged childhood?
Childhood is lengthening/ increased child-centredness-Furedi
Furedi – Parents are increasingly paranoid and anxious about all aspects of raising their children. In the past parents worried about problems within the family and now they worry about external, societal issues around safety from the internet to school trips. Paranoid parenting has restricted children’s freedom to play and their creativity. Associated issues are increasing childhood obesity.
The end of children- Postman
Neil Postman (1994) argues that childhood as a distinction between young and old people historically started to disappear with the emergence of mass literacy as young people become exposed to the adult world earlier. However, with television and new technologies children have access to adult media and there is loss of an ‘information hierarchy’ based on age. Childhood as a separate life stage is disappearing
the end of childhood-Philips
Phillips “All must have prizes”
Phillips is a critic of “liberal” approaches to child rearing.
She sees parents and schools have lost their ability to discipline children effectively due to the increased ‘rights’ of children.
This ‘loss’ of discipline and the shift away from competition in schools produces adults who can’t cope with wider society and lack preparation for the world of work.
evaluation
Nick Lee argues that instead childhood has become more complex
Mass market of childhood and extended dependence on parents on the one hand
Encouragement of independence on the other (choices and decisions made by children).
Palmer and Lee both agree that the milestones that once clearly marked the transition from childhood to adulthood no longer necessarily apply
Leaving school and getting a job (lengthening of education)
Getting married and having children (deferring to later in life)
Religious confirmation (Secularisation)
Social construction of age
social construction of age is the ideas, norms and values about age and life stages depend on the time and context of a specific culture.
beanpole families
Some sociologists argue that the ‘beanpole family’ is the dominant type. It is made up of several generations but with few siblings, aunts, uncles and cousins. It is dominant because people are living longer and having fewer children.
