Topic 2 - Childhood

Question 1

Jane Pilcher (1995)
Modern Day (20th Century onwards)

Answer 1

Childhood is a distinctively separate stage of life from adulthood.

Children are not competent to run their lives as they lack the necessary skills, knowledge and experience

A lengthy socialisation process is needed before children are ready for adult society and its responsibilities

Children occupy a different status from adults. Laws regulate what children are allowed, required of forbidden to do.

Childhood is a ‘golden age’ of happiness and innocence, meaning children are viewed as special and vulnerable, in need of protection from the dangerous adult world

Children live their life in the sphere of the family and education and are largely excluded from paid work

Children and adults dress differently and use different products and services

Question 2

Philippe Aries (1960)
Middle Ages (10th -13th centuries)

Answer 2

Childhood does not exist – children are ‘mini-adults’

Children do not have a different ‘nature’ or needs to adults past the physical dependency of infancy

Children have the same status and rights as adults; the law makes no distinction between adults and children and they receive the same punishments

Parents feel indifferent towards their children. Neglect is common with parents often referring to a child as ‘it’ or forgetting how many children they have had

Children have the same duties and skills as adults e.g. they begin work at an early age and do not attend school (this is for some adults only)

Children and adults wear similar clothes

Question 3

FOR - Childhood is disappearing

Answer 3

A report by Cambridge university in 2007 found that children of primary school age expressed concerns about things such as climate change, global warming and pollution

A BBC News School Report found that 11-16 year olds were most concerned about terrorism and climate change as threats to the world

Question 4

‘Toxic childhood’

Answer 4

Palmer (2007) suggested that parents increasingly use modern technology such as TV and games to keep children occupied and that this may be depriving children of a ‘proper’ childhood with quality family time

She sees the contemporary world as creating a ‘toxic childhood syndrome’ developing a new toxic generation which potentially faces a whole range of social and behaviour problems

Question 5

‘Social Blurring’

Answer 5

(Postman)
little distinction between adults and children.

Children are beginning to speak, dress and act more like adults. Similarly, adults have enjoyed looking more like kids and youth generally.

Question 6

Pocket money - Playing a part in the disappearance of childhood?

Answer 6

Cunningham (2005)argues that parental authority may also be undermined by pocket money or part-time work.

but

This allows children more independence and options to make the decisions about what to spend and reduces their dependency on parents.

Question 7

Childhood is not disappearing, its changing

Answer 7

Jenks (2005): believes we are moving into an era of postmodernity.
In postmodern society, the pace of change has increased, relationships between adults are becoming more unstable (e.g., divorce).

As a result, there is feelings of uncertainty and adults turn to their relationships with their children for a source of identity and stability.
This shift leads to adults being increasingly fearful and protective of their children.

Childhood continues to have a separate status, with legal constraints governing their young lives and identifying them as different to adults.

Question 8

are disabled children affected by the changing/disappearance of childhood

Answer 8

Disabled children don’t always have the opportunity or accessibility to take on part-time work - therefore, they may remain dependent on their parents for longer than other children. This means that there is less social blurring and disabled children may not be as affected in the changing, or disappearance of childhood.

Question 9

what is helping disabled children to have a ‘normal’ childhood

Answer 9

Improvements in accessibility due to technological advancements - physically disabled people now have more opportunities to engage with their peers - gives disabled people access to join in and feel equal - they have more chances to make friends and ‘enjoy’ their childhood

Question 10

Childhood in Western (Industrialised) society

vs

Childhood in traditional
(non-industrial) society

tasks and responsiblity

Answer 10

little responsibility and simple tasks (western industrial)

They take responsibility at an early age (traditional non industrial)
Samantha Punch (2001)
Rural Bolivia
Once children are about 5 years old, they are expected to take work responsibilities in the home and the community. Tasks are taken on without question or hesitation

Question 11

western vs traditional society respect for authority

Answer 11

Children are socialised to respect adult authority
(western industrial)

Less value is placed on showing obedience to adult authority
(traditional non industrial)
Raymond Frith (1970)
Children were not expected to do what they were told by a grown up- catching fish, using sharp tools .
Doing as you are told is regarded as doing the adult a favour – it is not a expectation

Question 12

western vs tradtional sexual activity

Answer 12

Sexual activity under the age of 16 (in Britain) is considered deviant (against the norms of society)
(western industrialised)

vs

Adults accepted that children would have an interest in exploring their sexuality
(traditional non industrail)
Trobriand Islanders
Malinowski (1957)
Adults took an interest in childhood sexual exploration

Question 13

The modern Western idea of childhood

Answer 13

It is generally accepted in our society today that childhood is a special time of life and that children are fundamentally different from adults

They are seen as physically and psychologically immature and not yet able to run their own lives

There is a belief that children lack the skills, knowledge, and experience necessary for adult society and its responsibilities
Therefore they need a lengthy period of nurturing and socialisation before they’re ready.

Question 14

Jane Pilcher (1995)
The separateness of childhood

Answer 14

The most distinctive feature of the modern era is that childhood is a distinct life stage and children have a separate status to adults

There are several ways this is emphasised:

Laws: these regulate what children are allowed to do,

Dress: different styles of dress for children and
adults, especially for younger children

Products and services: especially for children
e.g. toys, food, books, play areas, entertainments

Question 15

The Globalisation of western childhood

Answer 15

Globalisation is the process by which the world is becoming increasingly interconnected as a result of massively increased trade and exchanging of cultures

This is the idea that western ideas of childhood are being globalised (spreading around the world).

Question 16

western norms of what childhood should be:

Answer 16

a separate life stage to adulthood
based on the nuclear family and school
children are innocent, dependent and vulnerable
children have no economic role - should not work

Question 17

The Problem of the Globalisation of western childhood

Answer 17

The activities that these campaigns are trying to eradicate (get rid of) may be the norm for the culture and important preparation for adult life.
E.g. they may be teaching important survival skills for the reality of adult life, children’s wages may mean the difference between a family eating and not eating!

Evaluation: Arguably such campaigns have little impact on the position of children in developing societies and are simply a way for the West to interfere and try to impose its cultural norms on the rest of the world (as it has been doing for centuries).

Question 18

Historical differences in childhood in Britain

Answer 18

Ariès (1960) - Historian
Childhood is a modern social construct – a recent ‘invention’. Childhood as we know it today did not exist in the middle ages (about 10th century - 13th century)

Children were not seen as having a different ‘nature’ or needs from adults

After they had passed the stage of physical dependency during infancy (where they are fed by their mothers), the child entered society on the same terms as an adult:

Children were seen and treated as ‘mini adults’ with a same rights, duties and skills

They took part in the same work as adults from the age of 5 or 6, either alongside their families or as a servant or apprentice elsewhere.

There were no differences in the law between children and adults e.g. children often faced the same punishments

Question 19

Historical differences in the position of children in Britain

Answer 19

Parent’s attitudes towards childhood were very different from today

Children were seen as an economic asset (something that brings money in), rather than a symbol of people’s love for each other.

Shorter (1975)argues that high death rates encouraged indifferences towards children and sometimes neglect, especially towards infants e.g. it was not uncommon for parents to give a baby the same name as a recently dead sibling, or refer to the baby as ‘it’, or to forget how many children they had.

Question 20

changes in childhood over industrialisation

Answer 20

during industrialisation
middle class attitudes began to change: rise in marital and parental love as the infant mortality rate began to fall.

Mid 19th Century – children were excluded from factories and there was concern over their safety.

Some working class families resisted – relying on their children’s wages.

Question 21

Aries - Childhood in the 20th Century

Answer 21

‘The century of the child’
Society became child-centred (treating the needs of children as a priority).
From the 1950s, children became more valued, loved and protected to the point where we are now obsessed with childhood.
He calls this the modern ‘cult of childhood’

Question 22

Reasons for changes in the position of children

Answer 22

Improved standards of living and nutrition
(fall in the infant mortality rate)

Children have become the focus of medicine
(e.g. calpol) and psychology (e.g. parenting manuals/books)

Growth of Children’s rights - e.g. UN convention of the rights of the child
Child protection laws e.g. against children working

Compulsory education - keeps getting raised (now 18) to make children dependent for longer

Declining family size - fewer children per family

Laws that apply specifically to children e.g. minimum age laws (smoking, sex, alcohol, driving)

Question 23

Children have become the focus of medicine (e.g. calpol) and psychology (e.g. parenting manuals/books) which means

Answer 23

More focus on medical and psychological research for children
Resulting in more diagnoses and development of effective medicines and interventions/techniques
Research into child development suggests children need more supervision and protection -

Question 24

Growth of Children’s rights - e.g. UN convention of the rights of the child (e.g., education, protection, participation in custody cases) which means

Answer 24

Parents have ‘responsibilities’ rather than ‘rights’
‘Equality of opportunity, reasonable adjustments, Equality Act 2010’
Care Act (2014) - fairer more personalised care

Question 25

Child protection laws:

Answer 25

Disabled Discrimination Act (2005)
The Special Educational Needs and Disability Regulations (2014) - assessing education, health, and care

Question 26

March of Progress View: childhood

Answer 26

They also believe that childhood has improved since the Middle-Ages.

Question 27

Conflict View: childhood

Answer 27

Society is based on a conflict between different social groups (gender, class, ethnicity). Some groups have more power, status, wealth and this affects the experience of childhood.

Conflict Theories argue that March of Progress ignores important inequalities.

Question 28

Shorter (1975)

Answer 28

there was more indifference and neglect to children in the past. Children are now more valued, better cared for, and educated.

Question 29

Palmer (2007)

Answer 29

‘Toxic Childhood’
Technological and Cultural changes have damaged children’s development.

Question 30

infant mortality rate decreasing

Answer 30

childhood is improving

Question 31

Firestone & Holt (1974)

Answer 31

‘protection’ from paid work is a way of segregating children, making them more dependent and powerless.

Question 32

impact of schooling on childhood

Answer 32

The introduction of compulsory schooling in 1880.
children no longer had to work, so were at less risk of fatal injuries

Question 33

Cunningham (2007) - Control and surveillance.

Answer 33

More fear about road safety and ‘stranger danger’.

Question 34

is childhood improving for children with disabilities?

Answer 34

Increase in medicine, research in psychology and technological advancements.

60% of young people and children with autism experience bullying - among these, those from disadvantaged backgrounds are even more likely to be bullied. Compared to 40% of children without autism.
Over 300 teachers interviewed and said bullying was on the rise - this is being worsened by cyberbullying.

‘Masking’ of girls with autism can lead to increase in bullying and lack of diagnoses - ‘power-down’ at home

The Special Educational Needs and Disability Regulations (2014) - assessing education, health, and care

Disability Discrimination Act (2005) - child labour laws, parental responsibilities

Question 35

Problems with Social Constructionist Viewpoints

Answer 35

Mayall (2004): It risks seeing children only from a ‘adultist’ viewpoint - it may see children as ‘socialisation projects’ for adults to mould, shape and develop, of no interest in what they are right now, only what they will become in the future

Question 36

The new sociology of childhood

Answer 36

The ‘new sociology of childhood’ doesn’t see children as simply ‘adults in the making’ or as passive puppets moulded by society.
Instead they are active agents who play a major part in creating their own childhood.

Question 37

Carol Smart (2011)

Answer 37

says the new approach aims to include the view and experiences of children themselves while they are living through childhood

Question 38

Mayall

Answer 38

we need to focus on the ‘present tense of childhood’ to study ordinary everyday life from the child’s perspective

Question 39

Mason and Tipper (2008)

Answer 39

show how children actively create their own definitions of who is ‘ family’ e.g. this may include people who are not ‘proper’ family but who they see as ‘close’

Question 40

Smart’s Divorce (2001)

Answer 40

study on divorce found that children are actively involved in making the experience more pleasant for everyone, rather than being passive victims of divorce
She used research methods like informal, unstructured interviews that empower children to express their own views and allow the researcher to see the world from the child’s point of view

Question 41

benefits of What has the new sociology of childhood

Answer 41

• This allows sociologists to explore the diverse range of childhoods that exist even within a single society
• E.g. Smart notes that there are ‘disbled childhoods, Chinese childhoods, girls’ childhoods, poor childhoods and so on
• As it gives children a voice, the New Sociology of Childhood also draws attention to the fact that children often lack power compared to adults
• Because of this, child liberationists (who we have previously studied) like this approach, as they campaign for children’s rights and priorities