childhood as a social construct Flashcards
Pilcher (1995): Separateness
Pilcher notes the most important feature of the modern western idea of childhood is separateness. Childhood is seen as a clear and distinct life stage, in which children occupy a different status from adults. Children are physically and psychologically weaker than adults.
Childhood is seen as a ‘golden age’ of happiness and innocence. This innocence means that children are seen as vulnerable and in need of protection.
As a result, children’s lives are lived in the sphere of the family and education, where adults provide for them and protect them. Unlike adults they lead lives of leisure and play and are excluded from paid work.
evidence to support separateness:
Laws regulating what children are allowed to do i.e. smoking, having sex, gambling etc.
Different clothes for adults and children – especially for younger children.
Different products and services aimed at children i.e. food, entertainment, play areas etc.
James and Prout - children are simple and amoral – they see the world in black and white and focus on their own needs. Whereas adults are complex and moral and have the ability to make difficult decisions.
James and Prout:
children are simple and amoral – they see the world in black and white and focus on their own needs. Whereas adults are complex and moral and have the ability to make difficult decisions.
what is the dominant framework in the modern notion of childhood:
Children are opposites of adults, lacking the key attribute of being a person.
Children are not seen in their own right, but in terms of what they will become later.
Children are regarded as the primitive stage of development.
Wagg (1992)
argues that childhood is socially constructed!
Whilst all humans go through the same stages of physical development, different cultures construct or define this process differently.
cultural relativity:
Experiences of childhood will differ between cultures and within cultures.
Benedict (1934)
argues that children in non-industrial societies are treated differently.
1. They take responsibility at an early age
- Less value is placed on children being obedient to adults
- Children’s sexual behaviour is viewed differently
Malinowski (1957)
found that among the island of Trobriand adults tolerated children’s sexual exploration and found it amusing.
Punch (2001)
studied children in rural Bolivia where children from the age of 5 were expected to take work responsibilities for their family and community.
Holmes’ (1974)
found that in a Samoan village being ‘too young’ was never a reason for excusing a child from a particular task, even with that task being dangerous. If the child said they could do it, then the parent would not object.
In the IK tribe suffered famine, children were seen as a drain on resources. Children were made to fend for themselves from the age of 3.
Firth (1970)
found that among the island of Tikopia obedience to adults was optional rather than expected.
children take responsibility at early age:
Punch (2001) studied children in rural Bolivia where children from the age of 5 were expected to take work responsibilities for their family and community.
Holmes’ (1974) found that in a Samoan village being ‘too young’ was never a reason for excusing a child from a particular task, even with that task being dangerous. If the child said they could do it, then the parent would not object.
In the IK tribe suffered famine, children were seen as a drain on resources. Children were made to fend for themselves from the age of 3.
Children’s sexual behaviour is viewed differently
Malinowski (1957) found that among the island of Trobriand adults tolerated children’s sexual exploration and found it amusing.
Less value is placed on children being obedient to adults
Firth (1970) found that among the island of Tikopia obedience to adults was optional rather than expected.
The globalisation of western childhood
International humanitarian and welfare agencies impose western norms of what childhood should be – a separate life stage, based in the nuclear family and school, in which children are innocent, dependent, vulnerable and have no economic role.
Aries
Experiences of childhood will differ over time
childhood in pre- industrial era
Childhood as we know it didn’t exist from the 10th-13th century.
Children were mini adults
Economic assets – they went to work.
No separate toys or games
childhood in industrial era
17TH century
Economic Assets - children started to work from around the age of 7.
Same legal punishments as adults.
Little difference in culture.
childhood now
Special and unique time in life shaped by:
Innocence
Need to be protected
Separate culture to adults
Dependency on adults and family.
what did Aries find about the modern cult in childhood (child obsessed)
Elements of the modern notion of childhood began to emerge in the 13th century:
Schools specialised in education purely for the young. This was influenced by the church which increasingly saw children as fragile ‘creatures of God’.
In the 17th century there was growing distinction between adult and children’s clothing. Upper class boys would be given a special outfit for a boy of their age.
In the 18th century handbooks on child rearing were widely available and a sign of good parenting amongst the middle class.
In the 18th century handbooks on child rearing were widely available and a sign of good parenting amongst the middle class.
OBSESSED with children - Aries
These developments accumulate to a modern cult of childhood.
In the 20th century we are OBSESSED with childhood. Society has become child-centred.
supporting evidence for Aries historical relativity:
Shorter: Children in 19th Century treated with indifference due to high infant mortality rate.
Historians agree with Aries view of childhood in pre-industrial era.
Provides evidence for how childhood is socially constructed
criticisms of Aries historical relativity:
Methodology – he used paintings!
Findings are class specific.
Pollock (1983) argues that in the middle ages (10-13th century) childhood did exists BUT it was simply just different.
why have there been changes in childhood?
Laws restricting child labour
Introduction of compulsory schooling in 1880
Child protection and welfare legalisations
Children’s rights
Declining family size
Children’s development becomes the subject of medical knowledge
Laws and policies specifically for children.
