What is childhood?
It is generally accepted in our society today that childhood is a special time of life that is distinguished and completely separate from adults. They are regarded as physically, and mentally different from adults and are assumed to not be yet competent enough to run their own lives. It is believed they need a long, protected period of nurturing and socialisation to prepare them for adult life. Sociologists see childhood as a socially constructed idea - something that is created and defined by society.
The western notion of childhood
Jane Pilcher (1995) - Childhood is seen as a clear and distinct life stage where children occupy a different status than adults.
This is emphasised in several ways, such as laws regulating what children are allowed, required or forbidden to do. In western societies there are numerous laws and regulations about childhood, such as child work laws, child protection laws, laws on what they are allowed to purchase or do, and the mandatory education up untill the age of 16.
Another common feature of the childhood status in western cultures is the idea of childhood as the golden age of happiness and innocence. However, this innocent makes the children seem vulnerable and in need of protection from the adult world. As a result, the childs lives are largely lived within the family circle, where adults provide for them and protect them from the outside world. They control where they are allowed to go, and how often and who with.
This is emphasised in several ways, such as laws regulating what children are allowed, required or forbidden to do. In western societies there are numerous laws and regulations about childhood, such as child work laws, child protection laws, laws on what they are allowed to purchase or do, and the mandatory education up untill the age of 16.
Another common feature of the childhood status in western cultures is the idea of childhood as the golden age of happiness and innocence. However, this innocent makes the children seem vulnerable and in need of protection from the adult world. As a result, the childs lives are largely lived within the family circle, where adults provide for them and protect them from the outside world. They control where they are allowed to go, and how often and who with.
cross-cultural differences in childhood
Ruth Benedict argues that in simpler, non industrial societies children are treated differently than in the western world.
Benedict argues that in many non-industrial cultures, there is much less of a dividing line between children past infancy stage and adults.
- They take responsibility from an early age. Puch (2001) found in their study of childhood in rural Bolivia that once children are about five years old, they are expected to take work responsibilities in the home and in the community. The children take on these tasks without question or hesitation. Similarly Holmes (1974) found that in a Samoan Village, 'too young' was never an excuse as to why a child couldnt do something. If a child thinks they can do the activity, the parent does not object.
- Less value is placed on the children showing obedience to adult authority. Firth (1970) found that among the Tikiopa of the Western Pacific, doing as you are told by a grown up is considered a concession to be granted by the child, not a right to be expected by the adult.
- Childrens sexual behaviour is often viewed differently in other cultures. For example, in the Trobriand Islanders of the south west pacific, Malinowski (1957) found that adultstook an attitude of tolerance and amused interest in their children's sexual activities.
Benedict argues that in many non-industrial cultures, there is much less of a dividing line between children past infancy stage and adults.
Historical differences in childhood
Not only does the social construct of childhood vary from country to country, it has also massively changed through time. Many sociologists argue that the social construct of childhood is a relativley new invention.
Historian Phillip Aries argues that in the middle ages, the concept of childhood did not exist. Children were not seen as having a different nature, or having different needs from adults - after the stage of infancy! Soon after being weaned, the child entered wider society on much the same terms as an adult. They would begin work from a very young age, often beginning with work in the household and moving on to community work. Children were considered 'mini adults', and were treated like adults - even when it came to the law! As for evidence for this point of view, Aries uses a number of historical paintings. The paintings show children and adults inter-mingling, with no real distinctions from eachother apart from size. They are all wearing the same clothes, engaging in the same activities and are not segregated.
Parental attitudes also varied from what they do today. Edward Shorter (1975) argues that high death rates encouraged indifference and often neglec towards infants. For example, it was not uncommon to just refer to a child as 'it', or give it the same name as a recently deceased child. Attachment and love for your child was certainly not the same as it is in todays society.
Historian Phillip Aries argues that in the middle ages, the concept of childhood did not exist. Children were not seen as having a different nature, or having different needs from adults - after the stage of infancy! Soon after being weaned, the child entered wider society on much the same terms as an adult. They would begin work from a very young age, often beginning with work in the household and moving on to community work. Children were considered 'mini adults', and were treated like adults - even when it came to the law! As for evidence for this point of view, Aries uses a number of historical paintings. The paintings show children and adults inter-mingling, with no real distinctions from eachother apart from size. They are all wearing the same clothes, engaging in the same activities and are not segregated.
Parental attitudes also varied from what they do today. Edward Shorter (1975) argues that high death rates encouraged indifference and often neglec towards infants. For example, it was not uncommon to just refer to a child as 'it', or give it the same name as a recently deceased child. Attachment and love for your child was certainly not the same as it is in todays society.
Reasons for these changes....
- Laws restricting child labour - laws have been introduced excluding children from paid work. They went from being economic assets to being a financial vulnerability.
- Introduction of compulsory schooling in 1880 meant every child had to go to school. Raising the leaving age has lengthened the age of dependancy for children.
- Child protection and legislation made the welfare of the children the fundamental principle.
- The growth of the idea of children's rights - For example the children's act defines parents as having a responsibility for their child. Children are entitled to education, healthcare and protection from abuse.
- Declining family size and lower infant mortality rates mean that parents are encouraged to make a greater emotional and financial investment into their children.
- Children's health and mental status became medical knowledge. Research shows just how different children are from adults, and how their brains are not yet fully developed - displaying their capability of mentally performing as an adult.
- Laws and policies that apply specially to children - for example, sex, smoking, buying alcohol. These reinforce the idea that children are different from adults, and need to be refrained from certain aspects of adult life.
Teaching ideas and resources
Example essay question - "Discuss the view that childhood is a socially constructed concept" or "To what extend is childhood socially constructed?".
Good Example answer; http://www.markedbyteachers.com/as-and-a-level/sociology/social-construction-of-childhood.html
^ read through the essay as a class as a group activity? Go through strengths and weaknesses.
Good Example answer; http://www.markedbyteachers.com/as-and-a-level/sociology/social-construction-of-childhood.html
^ read through the essay as a class as a group activity? Go through strengths and weaknesses.
