Childhood studies examines perspectives on childhood including that childhood is a social construction that varies by time and place. Societal and cultural factors influence views of childhood and experiences of children. Two historical schools of thought on childcare were the routine school, which emphasized strict schedules and separation of children from mothers, and the instinct school, which allowed for more flexibility and responsiveness to children's needs. Childhood experiences have changed over both place and time. Views on the nature of children range from the puritan view of children as inherently wicked to the romantic view of children as innocent. Children are recognized to have rights as established in the UNCRC, including rights to provision, protection, and participation. Childhood studies also considers the concept of children

1. CHILDHOOD
STUDIES
DIFFERENT PRESPECTIVES OF CHIDLHOOD STUDIES

2. What is
childhood
studies?
Childhood as a
social
construction
The nature of
children
Children’s right
The concept
on AGENCY
Children’s
development

3. CHILDHOOD AS A SOCIAL CONSTRUCTION
 The main idea of this theory is that childhood changes across time and place being different
depending on where it happens and when it happens.
 It is influenced by the society and by cultural and political factors which makes the experience
of childhood different for every child depending on were they were born and in what period.
 Parents and society also have different views of childhood depending on place and time.
 From 1940 to 1980 we have changing trends in childcare such as 2 different schools :
THE ROUTINE SCHOOL – Strict routines for babies/no interaction with mother/no spoiling
THE INSTICT SCHOOL – No strict routines/mother responding to baby’s needs/baby guides

4. CHILDHOOD
EXPERIENCE CHANGES
OVER THE PLACE
First picture- children in Africa
Second picture- children in England

5. CHILDHOOD
EXPERIENCE CHANGES
OVER THE TIME
First picture – Childhood nowadays in England
Second picture- Childhood in the past in England
This Photo by Unknown Author is licensed under CC BY-SA

6. NATURE OF CHILDREN
There are different ideas about the nature of children
PURITAN VIEW
Children are wicked and not able to
control themselves. They need firm
discipline and strict rules.
View children as evil.
Corporal punishment.
ROMANTIC VIEW
Children are pure, good, as angels.
They are later in life corrupted by the adult
world.
Innocence and joyful childhood.

7. PURITAN VIEW OF
CHILDHOOD
• Corporal punishment
• Strict discipline
• Children seen as evil
• Strict routine

8. ROMANTIC VIEW OF
CHILDHOOD
• Children are innocent
• Parents involved in children’s
activities
• Parents responding to children’s
need

9. Children’s right
 Children have rights
 Established by the 1989 United Nations Conventions on the Right of the Child (
UNCRC)
 UNCRC are grouped in 3 categories known as “3P”
CHILDREN’S RIGHT TO
PROVISION
Food/health/education
PROTECTION
Against abuse
PARTECIPATION
Take part in decision

10. The concept of AGENCY
 There is the idea that children have an agency, which means
they are able to influence the world around them.
 Children understand and make their own choice in life.
 They influence their life and those of others.

11. CHILDREN
HAVE AGENCY

12. FACTS
 Childhood studies covers childhood from 0 to 18 years old.
 It is divided in more stages which are:
EARLY YEARS
MIDDLE CHILDHOOD
YOUTH
There is no agreement on which ages these specialisms cover.