Children in Elizabethan England Essay

Erikson theorizes that in such a period, adolescents have certain tasks, one of which is identifying who they are. An individual successfully completes the task by staying true to his or her self, whereas when a person fails that stage, it leads to role confusion; consequently creating a weak sense of self. (Block 2011). The stage also entails a variety of personal challenges and limitations faced as well as a series of needs to be met, including: attention, guidance, independence, stability, and acceptance, among other needs. Meeting an adolescent’s needs is fundamental to their healthy development and personal growth. Nevertheless, adolescence remains as puzzling of a period in time for both the teens experiencing it, as well as for the individuals surrounding them, watching them as they navigate through the trials that adolescence brings them.

In the daily life of children, they had many things to do. The boys would often work in the fields with their fathers, while girls worked in the house with their mothers. For entertainment they would play games or read books, while today we for entertainment we use our phones, computers, T.V and movies. They would also be an apprentice to learn valuable skills and trades so that they could use them when they were of working age and could have a job of their own to earn money. While today children will not usually be an apprentice because we have a better education from school on skills we need. In colonial times, children often were not able to get an education unless they were wealthy. All children today have access to school and an education, which is very different from colonial times. For those reasons, childhood has changed a lot since colonial times. .

The Elizabethan era, named for Queen Elizabeth who reigned from 1558-1603, was a very relaxed time in England because no wars or conflicts were happening at the time (Davis 231). Many people believe that all people lived wonderful lives in the Elizabethan era, yet most people were poor and lived hard lives. “Undeniably the span of life is shorter in the sixteenth century than it will be in subsequent ages” (Davis 162). Important parts of life in London during the Elizabethan era were social classes, living conditions, recreation, education, and gender inequality.

The adolescence stage in one’s life is often portrayed as a time of ‘storm and stress’ (Lipsitz, 1980). However, there are

Adolescence describes the transitional stage in a teenager’s life, from childhood to adulthood, where an individual evolves physically, psychologically, emotionally, cognitively and socially. It is a defined social category that is expressed through immaturity and unpredictability and allows an individual to learn and discover their sense of self and identity. The idea of adolescence came into perspective after children were expected to take on adult roles as soon as they were mature enough to, going straight from puberty to adulthood. As society changed and moulded, so did the ideas about life stages, which is evident in Erikson’s theory.

The social class for the Elizabethan Era was unique because of the different ways it was set up than from today. This social class has a very different type of hierarchy than any other social class that was ever made. Even though this social class was unique, it still needed the opportunity for improving the flaws. Certain levels of hierarchy needed a possibility for demotion for their class to move up in the rankings so they can get treated and respected better. The lower levels of the social classes didn’t have the best ways of living and suffered cruelty. The social class in the Elizabethan Era had a different type of hierarchy than we do today, the social class had the opportunity for improvement, and the possibility of demotion of the social class; therefore the social class could have had a revolution or change in the system.

The children of the household worked chores around the farm. Boys would plant and harvest the crops while the girls worked in the house much as tailoring clothes and cooking. Few families preferred education over farming. However, in large cities like New York and Philadelphia, male children would learn as apprentices. Women would worked in the clothing business.

“C: What time did you begin work at the factory? B: When I was six years old” (Testimony on Child Labor in Britain) Children started doing strenuous work at such young ages. Children would often be mentally or physically tormented in life because

The Elizabethan Era is often referred to as the Golden Age of England (A Changing View...). The Elizabethan Era, named after Queen Elizabeth I, was a time of change and discovery (Elizabethan Superstitions). Elizabeth ruled in a time of religious turmoil; both the Catholics and Protestants fought to be the official religion of England. (Elizabethan World View). Many people throughout England struggled to find the “correct” religion (Elizabethan World View). Religion was changing and so did science. During the late 1500’s science began to evolve; new ideas, concepts, and beliefs were starting to emerge (A Changing View). Magic was considered to be very similar to science in this era. The belief in magical creatures served as the roots for

The adolescent individuals begin to reach sexual maturity and established their identity as an adult. This period marks the transition in which individuals think and reason. They also start to encounter conflicts between their family and their peers.

Identity V. Role Confusion It is the crisis we as adolescents experience when trying to find our identity in society.I know I have .Over the years, found myself changing a lot . I was trying to figure out who I was and how I fit in.

First of all, with the use of plot and character as dramatic elements, MacLeod is able to depict the main characteristics of the nature of adolescence, mainly the search for identity and the quest for independence. Among the scientific community, adolescence is believed to be the most crucial period in human development. It is a period of “rapid biological, social and psychological change” (Soto, et al. 330). There are the transformations that define puberty, there are changes in the relationships and attitudes towards adults and peers, and many teenagers struggle to form a coherent identity (331). In the process of discovering their identities, most adolescents become self-centered. Having not yet

Children were taught to always respect and obey their parents. The wealthy children, both boys and girls would be punished for any sort of bad behavior (“Elizabethan Family Life”). Whenever children misbehaved there was immediate discipline. The parents’ discipline was usually physical which included spanking (Stewart 28). This is unusual today because parents don’t physically punish their kids, it more of taking away privileges. “Elizabethan Family Life” points out that “the children were almost considered servants to the adults in the family.” According to many historians, children were treated as small adults instead of children (Stewart 28). The children were mature at a younger age than they are nowadays. Stewart adds that “Children were expected to be well behaved, especially in dealing with parents and other adults. Parents taught their children the proper forms of address such as ‘sir’ and ‘madam’ for person of a higher rank” (28). Stewart analyzes, “Most couples wanted children, if not for sentimental reasons then for economic ones. Even though it certainly cost more to expand the household, children could help out a great deal as they got older” (28). With a high death rate, an average woman was pregnant at least six times during her lifetime (Stewart 27). The love for children almost wasn’t shown like it is today; they were almost taken care of as property. When babies

My eyes fluttered as the sun crawled into the gaps not covered by my eyelids. I could smell the fresh sweets being cooked by the servants. The lace curtains swayed back and forth as the fresh air weaved throughout the room, adding a new aroma of fruit. The sweet smell of the fruit dispersed throughout my room. I grabbed the dainty lace cover and moved it with grace. Sitting up quickly, I blinked multiple times to allow my eyes adjust to the light. Today would be a thrilling and riveting day. My husband and I were invited to appear at the theater. He had asked me to accompany him yesterday and I had gladly accepted. I had told my friends I would be there. A servant then knocked on the thick wooden door, interrupting my thoughts. ( pg 43, Daily

Adolescence is the distinct transitional stage between childhood and adulthood in human development, extending primarily over the teenage years and terminating legally when the age of majority is reached (Rathus, 2014). However in some instances, this biological, cognitive, social and emotional maturity may not be reached until a later stage and may be dictated by gender. Adolescence is characterised by rapidly changing and unpredictable behaviour (Freud, as cited in Rathus 2014), heightened and unstable emotions (Hall, as cited in Rathus 2014), disturbances in identity, the gradual development of one’s moral reasoning (Kohlberg, as cited in Rathus, 2014) and the gradual establishment of one’s independence. Several of these changes may occur at differing phases in adolescent growth. This development is categorized into three separate stages; early adolescence, middle adolescence, and late adolescence. Early Adolescence, commencing from the ages of eleven or twelve until the age of fourteen, comprises of several features such as rapid biological development and maturity, heightened stress levels and limited coping capabilities. On the other hand, middle adolescence, from the approximate age of fourteen to sixteen, involves the gradual cease of biological change, an increase in coping strategies and declined stress levels. Furthermore, late adolescence, commencing from the age of sixteen until the age of eighteen or nineteen, encompasses physical maturity, whereby the