The Cross Cultural Psychology : Research And Applications Book

The current social structure of childhood puts children in a place of delegation to adult authority in ways that are limiting to the child’s growth. Children should be seen as actors in their own lives, not merely to be acted upon, as this builds relationships of shared respect and collaboration, and encourages autonomy for society’s younger members. This is what the new paradigm envisions as the new way of thinking about childhood.

In this writing it will be discussing childhood development, as well as some vital issues that might come along during those stages of development. Child development consist of the stage where the child is developing physically, cognitively, socially and spiritually. During these stages of development a child is maturing from infancy to becoming a young adult. For many years theorist such as Sigmund Freud, Erik Erikson, and Lev Vygotsky’s have researched how children mature from infants to adulthood. Each of the theorist have profound facts to how children develop, but which of the three men are correct on their findings?

Childhood is a biological and temporal period: In Ailwood, Boyd & Theobald (2016) states childhood is a phase of the dependence of basic needs as well as a period of biological growth. Age also has a factor in the view of childhood as Lassonde (cited in Ailwood, Boyd & Theobald 2016, p. 36) states age as ‘an important framework for assessing the capacities, rights, and obligations of children’. Historically childhood, as considered from birth to five years as children were considered not to have contributed to the ‘adult world’ (Ailwood, Boyd & Theobald

Childhood is a social construction, as it is not natural, and is a result of society identifying and labelling a phase of life. No child experiences exactly the same childhood at exactly the same period of time in their life. In turn childhood should be distinguished from biological life stages. How we treat children, expect them to behave, look and develop all vary depending on the time and place in which the society lies, therefore childhood is a social construction.

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

Childhood is socially construted, this means it is only a human concept and the only reason that 'childhood ' exists is because society makes it that way. Over time childhood has changed as different norms and values over each century of life have been different and is still changing at present. Also in different places of the world there are different cultures and ethics so therefore their veiw of childhood will also be different. As Wagg (1992) states ‘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 isnt “natural” and should be distinguished from mere

Childhood is a time when a person grows not only physically, but intellectually and emotionally. As a child develops they become more independent and able to do thing for themselves without relying on adults for help. Childhood is a time where language is developed and younger children learn through play, it is also a time when personalities develop and discipline is learnt.

Firstly , childhood is a phase of life between infancy and adulthood and can be said as a modern development as it didn’t develop in western society until the 16th and 17th centuries. For example , a historian Phillip Aries explained that in medieval times childhood did not exist as a separate

Through looking on different cultures it seems that childhood is definitely a social construction. But a better way of trying to find out if it is or not is through looking back in time. Until the end of the Middle Ages, children in the West were often seen as miniature versions of adult. Their clothes and their bodily proportions were the same as those of adults. The main reason why they were classed as ‘miniature adults’ was because they were expected to participate in all aspects of social life alongside their parents. Special protection and treatment did not exist at this time. Children could be punished and frequently were, for social transgressions with the same severity that adults were.

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.

Many different kinds of criteria – although seldom age – are used to demarcate childhood. These criteria include the commencement of work, end of schooling, onset of menarche, betrothal, and marriage amongst others…Further, children in different social classes within the same society may reach adulthood at different stages, depending on their social and economic

Childhood is simply the time between infancy and adulthood, the time when we are developing, learning and are dependent on someone to guide us and help us through life. Richard Mills’ (2000, p.8) research shows many views, such as is “childhood a state of powerlessness and adaptation to a lack of power (as Waksler maintains, 1991:69)?” “...Or dependency (Shipman, 1972: 13)? Can it not simply be regarded as a period of biological, intellectual, and social development; as a time for the ‘accumulation of experience’ (Wadsworth, 1991:13)? Leading to self-definition (19991: 12)?” Or does it have a whole different meaning all together?

Culture is fundamental to understanding human experience. It makes the world inspiring, entertaining, enables effective communication, and influences most factors of modern life, so it’s no surprise that psychologists are interested in the impact it has. Sociocultural psychology and cross- cultural psychology are two different approaches that explore cultural experience. The two disciplines, though different in their definitions of cultural impact, share many of the same goals and ideas, and can arguably offer great insight to the other approach. The potential for collaboration between the two disciplines to garner a rich insight into personal and social cultural influence means that the two approaches are by no means incompatible, and their compatibility can offer a wealth of positive contribution to psychological research.

Childhood development encompasses the cognitive, physical, social, moral and emotional changes from birth until the end of adolescence (White, Hayes & Livesey, 2013). Throughout childhood, environment and genetics promote or discourage growth and development. This essay will analyse the cognitive, physical, social, moral and emotional domains in relativity to my own development from the prenatal stage until adolescence. Psychological and environmental theories are used to develop the understanding and connection between each domain and stage of development. Lastly, this essay will address the controversial nature verses nurture debate and its relevance to my childhood development.

Adolescence is not cultural universal. In some societies, young children go straight from childhood to the adult life once they have done the necessary puberty rites. Puberty rites are formal ceremonies that mark the entrance of young