To What Extent Can Childhood Be Considered a Social Construction?

Modern society now especially since 1997 have tried putting children first such as committing to meeting children’s needs. There are still problems such as school truancy, adolescents not in education or training and also child protection as there have been tragic deaths including baby P and Victoria climbie, which her death was largely responsible for the formation of every child matters inactive plus a lot of other changes in different systems,

Often in these child rights movements tend to have children representative but are ran but “Despite good intentions and a deep commitment to children’s agency and authority, adults and children in this movement continue to replicate deeply structured patterns of behavior that give adults greater power (Taft, 2014, p. 460). There continues to be an unequal distribution of power between adults and children and it results in the child’s needs to be neglected. Focusing only on protection and provision does not allow us to grip an understanding of what children value as we speak on their behalf versus of listening to their wishes and present them with action opportunities

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

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.

At the age of 6 years old, a child would most likely experienced the school system which would include pre-school and kindergarten. There are many physical, cognitive and social changes that are happening in middle childhood development. This paper will examine what these changes affect the child’s ability to function in society. This analysis will focus on the normal course of development in middle childhood as it applies to the theorist Erik Erikson’s Psychosocial Stages and then give examples of what may happen if the developments are not carried out.

Some children take time to grow into their individual character while others, according to Moser have “vison of individual dignity inherited from Enlightenment”. Ultimately my goal is to demonstrate that, what children are told and how they are spoken to, influences their growth development. Within the course of a child’s maturity the particular area they grow up in has a dialect that is

Childhood is common to all children, however it is fragmented and constructed by the diversity of children’s lives (James & James, 2004). Childhood is both a historically and culturally constructed process, as before the Middle Ages the concept of childhood did not exist, children had no distinctive social status compared with adults (James & James, 2004). Moreover, in a contemporary society children are active participants in their own social worlds, childhood has become a very cultural process, how adults see children and the way they behave towards them shapes children’s lived experiences (James & James, 2004). In society adults have unwritten, ‘invisible’ control over children and regulate their lives to a certain extent. Space therefore places an important role on how adults obtain their regulation over children, and to what extent children can resist their control. For example, within cyberspace children are much more resistant to control as adults cannot control what is online. As result as this children are almost free agents to learn and explore, and it also gives children with physical disabilities the chance to be a ‘normal’ child online. Nevertheless, control over children has increased hugely over the years as today the natural innocence of children is being questioned and children are becoming subject to tighter regimes of surveillance and new forms of ordering (James & James, 2004). Moreover this results in the regulation and control of children’s cultures

The kids of today are growing up too quickly. With today’s rapidly changing society, keeping children ‘children’ for a long time can be a very difficult. Kids need to be told: once you grow up there’s no going back. Childhood provides time for kids to learn important relationship and life skills. I for one wish I had my childhood back, I reminisce life being so easy, so

Childhood could be viewed as socially constructed, it is difficult to define as every child is diverse and has different influences, such as time, space and countries.

Childhood can be explained as an early stage of life in which there is the existence of development through active and participatory socialization. The stage of childhood only began to exist post fifteenth and sixteenth century; children used to be considered miniature adults (James, p. 16). Once children were removed from the adulthood designation, the attitudes of parents also began to change; they began coddling their children. Prior to the fifteenth century, children were expected to perform hard labour. As formal education grew in popularity within society, it added an extra component to the socialization of children. In the book Constructing and Reconstructing Childhood, (2004, p.13) Shildkrout concludes that in the traditional approach of socialization, “child culture is seen as a rehearsal for adult life and socialization consists of the process through which, by one method or another, children are made to conform, in cases of ‘successful’ socializations or become deviants in cases of ‘failed socialization’. This brings forth the ideology that children develop and are socialized on a universal spectrum that has only successful or ‘deviant’ outcomes. Although there are advantages of recognizing the importance of the traditional approach on childhood socialization, it is vital to use the childhood perspective to gain a complete understanding of the socialization of children.

The age of childhood is not a simple period of existence to underpin. However, childhood is the one defining characteristic every human ventures through regardless of differences and culture (Clark, 2010). There is no concrete definition for the term childhood, however it is a contestable concept opened to debate. Each childhood is influenced by different factors such as theories, child-rearing practices, and social and cultural contexts. The concept of childhood is as process of social construction - the way society has shaped ideas and expectations because of specific cultural expectations (Clark, 2010). The rationale for childhood studies according to James (2004) implements an interdisciplinary approach regarding the study of children and childhood. In other words, the traditional boundaries between disciplines, drawing together diverse theories and ideas are intersected to better understand the experience of childhood (James, 2004).

The definition of childhood has grown and developed throughout the years depending on the need and the status at the time. Children have been broadly defined as blank slates to be molded by the adult community, purer than adults, uncivilized beings needed to be tamed or innocent until corrupted by the adult world (Halko). Yet, even these diverse definitions fail to encompass the entire concept of childhood. As a culture or nation develops, so does it images on childhood. “A culture shapes childhood into what it needs to be at

childhood becomes a long string of memories and stories that are bound to be retold as a learning tool for the

In context to IRT, there are four components included in this theory that help us to understand childhood and childhood experiences from a sociological perspective more thoroughly. The four components include peer culture, central assumptions, collective actions and active and passive roles. Peer culture, central assumptions, collective actions and active and passive roles of children and childhood are thoroughly depicted in various ways in Perstein’s first chapter. Applying IRT to instances of childhood experiences and children in general, is beneficial in understanding the experiences of children in the United States more broadly. After reading Linda Perlstein’s first chapter, not much, just chillin’: the hidden lives of middle schoolers, of her book, “i can’t believe the day’s almost over” the components of IRT are easily identifiable. Perlstein illustrates how children think, act, talk, behave and more, whilst demonstrating that children experience life and the world around them, contributing to society and culture, at their own levels.

Childhood is best defined as a transitional period when a child learns the social and behavioral aspects of life as well as his or her own beliefs. As stated in Journal of Marriage and Family, the relationship between adults and children is arguably the most impactful aspect of childhood. The way in which a parent raises their child will affect the type of person they become in the future. Learning to be a sociable person will help children one make friends and partnerships in the future. Having good behavior will help maintain these relationships, and being confident and knowledgeable about your own beliefs will make you a respectable person. The best way for children to familiarize themselves with these traits is through lessons,