Week 3 Readings Flashcards
(Chapter 6): How is childhood conceptualized in the article?
Childhood is a social and cultural construct that varies by region, class, and historical era, not an unchanging, biologically determined stage of life.
(Chapter 6): How has the experience of childhood changed over the past four centuries?
Aspects like child-rearing methods, children’s play, schooling, work participation, and the transitions between childhood, adolescence, and adulthood have shifted significantly.
(Chapter 6): What questions does the history of childhood address about modern childhood?
It provides perspective on whether children’s well-being has declined, if they are growing up faster than before, and if the U.S. is child-friendly.
(Chapter 6): How is childhood romanticized in contemporary American culture?
Childhood is seen as a time of carefree innocence, where children should play freely, away from adult responsibilities.
(Chapter 6): How has parenting changed in terms of children’s development?
Many middle-class parents engage in intensive parenting, purchasing educational toys and organizing activities to cultivate their children’s talents and skills.
(Chapter 6): What change in children’s marketing is noted in the article?
Marketers are increasingly targeting children, previously an approach reserved for adults.
(Chapter 6): How was childhood viewed in colonial America?
Children were considered “adults-in-training,” and parents aimed to rush children through infancy and into adult responsibilities as quickly as possible.
(Chapter 6): What was the perception of infancy in colonial America?
Infants were seen as deficient in key human traits like standing and speaking, and parents actively discouraged crawling and focused on early work involvement.
(Chapter 6): How did perceptions of childhood change by the 18th century?
Childhood began to be viewed as a time of innocence and play, with parents sheltering children from contamination and treating it as a distinct life stage.
(Chapter 6): What was the role of work in children’s lives in early America?
Children were involved in work early on, contributing to their family’s economy either through household work or external labor.
(Chapter 6): How did changes in birthrate impact childhood in the 19th century?
Fewer children meant more parental attention and resources were directed toward each child, while distinct generational divides became clearer.
(Chapter 6): How did middle-class child-rearing practices evolve in the 19th century?
Middle-class parents began to view childhood as a time for education and character building, with play fostering moral growth.
(Chapter 6): What concept of child-rearing emerged by the late 19th century?
Scientific parenting emerged, focusing on structured routines and medical advice, such as Dr. Holt’s recommendations for feeding and managing infants.
(Chapter 6): What is adolescence according to the child study movement?
Adolescence was ‘discovered’ as a separate stage marked by emotional and psychological changes, linked to biological changes during puberty.
(Chapter 6): How did the early 20th century shift ideas about childhood?
The middle-class model of childhood, emphasizing insulation from adult responsibilities and prolonging adolescence, became the societal norm.
(Chapter 6): When was child labor finally outlawed in the U.S.?
Child labor was outlawed in the 1930s, but only in the 1950s did high school attendance become a universal experience.
(Chapter 6): What role did child psychology play in the 1920s and 1930s?
It introduced new concepts like sibling rivalry and phobias, and helped categorize children’s developmental stages, influencing middle-class parenting.
(Chapter 6): How did middle-class parents in the 18th century refer to themselves?
Children began calling their parents “papa” and “mama” instead of formal titles like “sir” and “madam.”
(Chapter 6): What was a notable change in children’s furniture by the 18th century?
Furniture designed specifically for children was widely produced, reflecting a growing notion of childhood as a time of innocence and playfulness.
(Chapter 6): How does postmodern childhood differ from the ideal of a protected childhood?
Postmodern children are independent consumers, participate in a semiautonomous youth culture, and are exposed to adult realities earlier.
(Chapter 6): What factors contributed to a rise in parental anxieties about child-rearing since the 1970s?
Fewer children per family, greater professional expertise on child safety, media attention on child welfare, and a focus on child safety increased parental anxiety.
(Chapter 6): How did middle-class parents try to protect their children during the postwar era?
They baby-proofed homes, used car seats, bicycle helmets, and sought to maximize their children’s physical, social, and intellectual development.
(Chapter 6): What is the difference between postwar parents and modern middle-class parents in child-rearing goals?
Postwar parents aimed to raise normal children, while modern parents seek to give their children a competitive advantage.
(Chapter 6): How does society view early childhood today compared to the past?
Early childhood is now seen as a formative stage for later life, with society believing it molds personality and future cognitive, psychological, and emotional development.
(Chapter 6): What are the class differences in parenting practices, according to Annette Lareau?
Middle-class parents actively stimulate their children’s development through structured activities, while working-class parents believe development occurs naturally and allow more unstructured play.
(Chapter 6): How do middle-class and working-class parents differ in communication with their children?
Middle-class parents converse more, read to their children more, and reason with them, while working-class parents enforce rules more and allow free play.
(Chapter 6): What remains the primary determinant of children’s well-being today?
Social and economic class is the most powerful predictor of children’s well-being, affecting access to resources, healthcare, and family stability.
(Chapter 6): How does the experience of childhood differ for affluent children compared to those living in poverty?
Affluent children experience organized, pressured childhoods, while children in poverty face limited supervision, inadequate schooling, and a lack of access to enriching activities.
(Chapter 6): How does nostalgia misrepresent the reality of childhood in the past?
Nostalgia whitewashes the past, ignoring the hardships most children faced, such as child labor, early death, family instability, and a lack of education.
(Chapter 6): How has the concept of childhood changed over the past century?
The idea of a long childhood devoted to education and free from adult responsibilities only became a reality for most children after World War II.
(Chapter 6): What is the historical reality of family stability in America?
Family stability has been rare, with many children spending time in single-parent homes or living away from both parents even as recently as the early 20th century.
(Chapter 6): What are the genuine gains in children’s lives in recent history?
Outlawing child labor, expanding schooling, and raising awareness about child abuse have been significant improvements.
(Chapter 6): What challenges do children face today in contrast to earlier periods?
Children today contend with family instability, disconnection from adults, and rigid academic expectations, even as the attainment of full adulthood is delayed.
(Chapter 6): What is the “ecology of poverty,” and how does it affect poor children?
The “ecology of poverty” refers to poor living conditions, inadequate schooling, unstable housing, and exposure to violence, leading to poor developmental outcomes.
(Chapter 6): What psychological violence does Daniel Kline argue children face today?
Kline identifies three forms: unrealistic expectations, labeling normal behavior as pathological, and the exploitation of children by marketers and media.
(Chapter 6): What is the fourth form of psychological abuse identified in the article?
Viewing children as objects to be shaped and molded by adults for their own good, reflecting an institutional control over the young.
(Chapter 6): What paradox exists in American society’s treatment of children?
Despite considering itself child-centered, America has high rates of child poverty, limited childcare, and inadequate parental leave compared to other advanced nations.
(Chapter 6): How have child-related institutions historically served the interests of adults?
Historically, child-related institutions like schools and labor reforms were structured to serve adult interests. Schools kept children occupied, allowing parents to work, while labor reforms reduced competition for adult jobs by removing children from the workforce. Additionally, dividing children into age-based groups helped businesses create distinct market segments for profit. Though these institutions appeared to benefit children, they often prioritized adult economic and social needs.
(Chapter 6): What lesson can be learned from the history of childhood in America?
Despite societal changes, the United States has not adequately adapted its social institutions to new realities, like the faster maturation of children and the prevalence of single-parent households.
(Chapter 6): What are some critical questions to ask for improving childhood in the 21st century?
How can we better care for poor children, connect adults with the young, and provide healthier developmental environments without stifling freedom or creativity?
(Chapter 7): What defined most marriages among African American professionals since the late 19th century?
A long tradition of dual-career partnerships.
(Chapter 7): How does the model of dual-career partnerships in African American marriages compare to that of white marriages?
It was relatively new for whites and often overlooked by historians and social scientists.
(Chapter 7): When did dual-career marriages begin to emerge in the black professional community?
In the late 19th and early 20th centuries.
(Chapter 7): What was a key difference between white and black women regarding employment in the late 19th century?
Married black females often combined care for their families with employment, while many white women did not work outside the home.
(Chapter 7): How did industrial capitalism affect white women’s view of marriage?
Marriage became an attractive alternative to working, as women were seen as fragile, delicate, and needing economic support.
(Chapter 7): What did Susan B. Anthony say about Ida B. Wells-Barnett’s activism after her marriage?
She lamented that Wells-Barnett’s activism suffered after she married and had children.
