Essay on History of Childhood

There is little evidence of what it was really like in the past so it is difficult for a lot of people to re-construct the life of a child, however from what I have researched, and in my own opinion I am going to summarise the historical changes in childhood experience and relate these changes to childhood development and rights.

There are various discourses of childhood that help us understand how childhood is viewed and how children themselves are seen. It is important to also look outside the system world and look towards the life worlds as it gives a more realistic view of various childhoods and shows how diverse the concept of childhood is because children do not share the same experiences. Regardless if you are looking at the system or life world the notions of rights, opportunities and capabilities are often discussed. These notions aids us in understanding childhood, however they can often obstruct us as well.

“childhood is socially constructed. It is in other words, what members of particular societies, at particular times, and in particular places, say it is. There is no single universal childhood experienced by all. So childhood isn't 'natural' and should be distinguished from mere biological immaturity”

Childhood is a social construct that has been weaved together by societal norms and domineering perspectives. Childhood is not a physical or mental state but an abstraction that has been melded by society as time has progressed. In Karen Sanchez-Eppler’s excerpt titled “Childhood” from the novel Keywords for Children’s Literature, she explains how the attitudes and atmosphere surrounding childhood have vastly changed throughout history to yield the general, modern conception of childhood. Children have been deemed adults in the Middle Ages and childhood has been a vaguely regarded concept. However, as society has become more progressive and developed, an interest in distinguishing the young from the older individuals

REFERENCESBook 1 Understanding Childhood,Chapter 1Block 1 Study Guide and Audio-Visual Notes, Unit 1Video 1 Band 3 "Representations of Childhood"

Since the view of childhood changes in the nineteenth century, the potential of children’s literature becomes evident. With the reference to the sources of children’s literature, they can be traced back to alterations in translation and in the literature for adults, where a child or childhood are essential concepts; moreover folk literature is concerned to be a wide source for this literary genre. According to Peter Hunt

One of the main features of childhood studies is the idea that childhood is socially constructed. This means that not all childhoods are the same and that it may differ depending on the time in which it is taking place, as well as the social environment or the place that it is taking place. This can be seen at the Museum of Childhood, and how different times have shown changes in the way children act, play, dress, or ultimately are treated in society. Additionally it draws on key differences in the human societies affecting different childhoods in any given period or place, and can examine how the childhood in that given period is constructed. Furthermore a social constructionist looks at the consequences of any given factor and the impact it has on children.

The concept of childhood, is not a natural state, but it has been socially constructed through society and can only exist in a society that understand the term this has been reinforced through history. Another issue is how much of ‘childhood’ has been socially constructed (created and

Our childhood plays a significant role in defining the kind of person that we become and the type of life that we live.

Throughout the history of childhood development poor social and economic conditions contributed to the many hardships and poor treatment of children. During the early Middle Ages the "paternalist" family concept evolved and the father had authority and control over family matters including the welfare and safety of his wife and children. Discipline was severe, young children both poor and wealthy were subjected to strict rules and regulations and often beaten if disobedient. Children took on the responsibilities of adults at an early age, sharing in the work of siblings and parents. Girls from affluent families were educated at home and married in their teens. Some males were educated at a monastery and others became apprentices to

Childhood as disappearing/not disappearing will be discussed within this essay. There is no universal definition for childhood however in the western culture childhood is a period of dependency, characterised by learning the norms and values of society, innocence and freedom from responsibilities. Sociologists such as Postman and Jenks would argue that childhood is disappearing however Opie and Opie and Palmer would contradict this.

Childhood is not a biological state, unlike infancy (Postman) it is a construction placed upon a group of humans by society (James and Prout). Differing societies have different views of what a child is and should be. The ideas surrounding children and childhood not only differ within different societies there are also historical differences in the constructs of children (Postman) as if we look throughout history it is suggested that children are a modern day construct (Postman). Aries (1962) suggests that even as early as the late seventeeth century, when

An analysis of poems discussing the different ideas of infancy and what infancy and childhood means to different people. The ideas of infancy vary across the poems from being a curse to the family to being a blessing from the heavens or even a key to break out of the boundaries set by reality. The poets use various literary devices such as metaphors, similes and different poem structure to convey the message that they carry. Each poem has its own viewpoint on infancy. On the whole four of the poems, “Infant Joy” –William Blake, “You’re” – Sylvia Plath, “Once upon a time” – Gabriel Okara and “Piano” by D.H. Lawrence all have a more positive view towards infancy whereas, “ Infant Sorrow” – William Blake and “Prayer before birth” – Louis MacNeice show a more pessimistic side towards infancy. Despite the fact that each poem has its own different point of view on the subject of infancy, they all seem to share one thought which is the fact that infancy represents innocence and in some cases a fresh start.

Ground-breaking, momentous, and a time of great struggle, the Industrial Revolution was famous for its innovations and infamous for the sobering reality it inflicted upon the standard family. Mid-18th century Britain brought poverty to everyday urban workers. With it, came an increase in child labor like never seen before. In order for a normal family to survive in the urban lifestyle, all members of a family had to work. This included children as young as four years to work as chimney sweepers, miners, and most popularized in 18th century Britain, factory workers. By the year 1800, children under the age of 14 in Britain’s factories accounted for 50% of the labor force (“Industrial Revolution, Child Labor”). Though the number continued to grow, all did not go unaccounted for. Romanticism, an effort opposite the movement, gave recognition to the emotional conflicts overlooked. Romanticism shed light on the daily struggles of the everyday man, woman, and the most neglected up until that period of time, the child. Throughout history, others have written about childhood, but Romantic poets began to question what it meant to be a child. The question, though not answered directly, later became revealed in their works where it exposed their belief systems. The role of the child in British Romantic Poetry represents the early life of Romantic poets, and the qualities they possessed in childhood.

How did changing ideas in regard to childhood shape the newly developing Romantic style in poetry and literature? During the 19th century, the subject of childhood sparked debate among society (Metz). According to popular Enlightenment thinkers of the age, and a majority of society, youth had been considered as essentially just smaller versions of adults. That is to say, children were seen as young adults that simply lacked life experience, but were still mentally and physically capable of dealing with adult problems and responsibilities. This was eventually brought into question as the Industrial Revolution was set in full swing and working class children were sent off to make money for their families (Reynolds). People began to question the ethics of exploiting children as factory workers that had to be exposed to dangerous, physically taxing, and often traumatizing conditions. At the same time, a new literary movement was beginning to form. In reaction to the logic, reason, and lack of emotion brought on by the Enlightenment and Neoclassicism (which was prevalent in society and literature at the time), the Romantic era began. Romantic writers rejected the ideas of Enlightenment thinkers and favored emotion and imagination above strict logic and reason. As a result, many Romantic poets and writers began to question the idea of children and adults being functionally and emotionally equal to each other. This emerging idea