Social Constructionism In Children

Gender is a concept constructed entirely by society. We base gender off of what we perceive and what others perceive of us. Until fairly recently, it has been categorized as one of two things: male or female. When we watched the documentary in class, we saw evidence of society 's socialization of young children. Commercials for Nerf Guns, action figures, and cars and trucks were all depicted with young boys as their users. Never did we see a girl playing with GI Joes or with Hot Wheels, only boys played with those. Meanwhile, dolls, baking sets, and make up kits were only advertised to girls, and no boys were shown playing with Barbies or Bratz. Society begins to shape gender notions from a very early age, where people are shown that they are one or the other, either male or female.

The social construction theory is based on the reality that the society has created that may seem obvious to a person who agrees to it. In other words, our life experiences and interaction towards others is the way we create our reality through social interaction. This means that we were not born with this sense of knowledge, but was taught through social interaction and our life experiences (Orem 2001a, 7). Social construction is based on the categories of difference which are race, gender, and social class (Ore, 2011a: 8).

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.

From this lesson, I would like to know the meaning of social construction of childhood. I am very familiar with the history of psychology and children’s literature. My grandmother used to live with us when I was a young, and she told me many stories of the past. For this reason, I am able to link the materials I study to the real world. The social construction of childhood is somehow new to me. Especially the way Postman (1999) expresses social construction of childhood. For example, he stated, “In the twentieth century, childhood began to unravel, and by the twenty-first, may be lost altogether- unless there is some serious interest in retaining it”. (p. 116). This lesson inspired me to express my point of view of social construction of

The knowledge found by research in children’s psychology and social sciences defines certain models of childhood. Children are able to build their own intelligences and competences about the world by interaction with the adults and by being exposed to real life situations, whether in relation to the family, the peer group, the school or the culture. In that sense children are active in constructing their own lives. James & Prout (1990) establish that childhood sociology engages in the process of reconstructing childhood where children are treated as both natural and universal looking at

Reading novels is an experience unlike any other. With the crack of a new book, the reader is transported into the pages, into a new land, ready to take on the role of protagonist. Each little girl has the chance to be a pirate-fighting hero, each little boy able to become the doting husband. If that sentence sounds strange, it is because society has socialized individuals to gender any and all activities, reading included. Elizabeth Segel drives this point home in her article “As the Twig is Bent… Gender and Childhood Reading,” which gives an in-depth analysis of gender in children’s book, and the implications it has for readers.

Now at my age, I have come to the conclusion that many people in my generation got to do what they wanted when they were growing up. My generation did not have many rules, chores, or responsibilities. Hutchison stated, “Social constructionist perspective is understanding how people construct meaning, a sense of self, and a social world through their interactions with others.” People gather who they are as a person by interacting and socializing with their environment. While interacting with the environment people also shape reality and what the world truly represents.

Having adults to provide and care for children is essential for them to grow up and become good people. Those who grow up without structure may find it is hard to build a successful life on their own. Children who are on their own without rules may become only concerned with themselves and their own interests. Some authors explore these ideas in order to show the importance of actively involved adults in children’s lives. Such novels show how people can be self-absorbed and even vicious when there are no guidelines or rules to follow.

This charming story reverses the typical roles within a children’s book. With underlying issues of stereotypes, independence and empowerment, it fills children with imagination and teaches them the importance of being strong, smart, and the realization that beauty comes from within.

Frankston North, across the divide, is one of Victoria’s most disadvantaged communities. Vulnerability and socio-economic status have a strong correlation (Community story Frankston North 2017). Social connection and community engagement have positive health and wellbeing outcomes and have an important focus to the Victorian government agenda (TASC: Technology, Arts and Social Connection 2011, para.2, Arts and social connection 2017, para.2). Social connectiveness in children improves cooperation, sharing, negotiation, patience, language, communication, problem-solving and conflict resolution (McNamara 2015; American Academy of Pediatrics, 2013). Moreover, social disconnection in children can lead to loneliness, isolation, self-doubt and in

Computer use is a solitary activity, and it can lead to computer addiction. Nowadays, technology seems to create, a glass ceiling to the children, it tends to stop children to develop appropriate social skills. In the progress of growing up, social skills are essential not only for communicating with fellows, but for developing self-esteem and collaborating within the social community. Underdeveloped social skills can ruin children’s childhood or even their life after, where it might end up in loneliness and depression, which are detrimental to health, relationships and academics. Which brings no benefit, but all sorts of negatives to children.

In United States, many people have believed that raising children is a private decision according to individual selection. This view can be explained through the belief of “individualism”- an ideology that notes individuals are responsible for their life. This ideology has been embedded in our society and it shapes the social policies from the past. Based on this ideology, United States not only respects individual’s choice, but also justifies the absence of social programs and other methods to share the costs of caretaking children with the society, while many industrialized countries share the costs with society. Other developed countries that recognize the future contributions of children share the cots for raising children to ease the challenges

To start with an overview of social constructionism in very general terms leads to build understandings of child and childhood in a social world more explicitly. Notion of social construction is defined in diverse disciplines and instead of generating a description there are a number of thoughts. “It is sometimes called a movement, at other times a position, a theory, a theoretical orientation, an approach; psychologists remain unsure of its status (Stam 2001, p. 294)”. Vivien (1995, p. 10) points the origin of social constructionism stems from two to three hundred years ago in the period of enlightenment, modernism and postmodernism. By all means, Berger and Luckmann’ (1966) book The Social

As a child, I was not very fond of books, especially picture books. It is not that I did not enjoy reading; it was the fact that the children’s books were always predictable. Most children’s books reflect on the idea of good morals. Although books are a good source for educating the youth with good morals, I became disinterested with the redundant themes. As I mentioned before, reading the same themes makes most children’s books predictable and boring. In addition, I was not very fond of children’s television shows because once again the main ideas were always a deliverance of a humdrum routine of good morals demonstrated in a simple story outline. There was one television show, however that has impacted me throughout my youth and it was called The Nanny. “If we don 't empower ourselves with knowledge, then we 're gonna be led down a garden path.” (Fran Drescher, Fran Fine, The Nanny). The television show was filled with heartbreak, amusement, and the capacity of demonstrating a life lesson that I could soon apply as I grew older.

2. Tell about a time when your friends’ opinions were different than your parents’ and how you felt about it.