Science lecture 1
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This document provides an overview and introduction to the topics that will be covered in an history course about children, childhood, and families. It discusses asking students to introduce themselves and review the syllabus. It also prompts students to consider their conceptions of children and childhood, and examines how those conceptions have changed over time, from Benjamin Franklin's era to modern times. Key periods and shifts discussed include the natural child, pure child, and innocent child eras. The document raises questions about how we view childhood today and sources that can be used to learn about the past.
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The document discusses the changing views of childhood during the Romantic era as portrayed by William Wordsworth and William Blake. Specifically:
1) Prior to the Enlightenment, children were seen as miniature adults, but thinkers like Rousseau and Wordsworth began to see children as distinct from adults, needing freedom and protection from harm.
2) Wordsworth's poetry portrayed an idealized view of childhood centered around experiences in nature, influenced by his own happy childhood.
3) Blake also emphasized childhood innocence in his work but acknowledged that experiences of life often corrupted this innocence, as shown in his Songs of Innocence and Experience.
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The document provides a history of children's literature from ancient times to the 19th century. It discusses that in ancient Greece and Rome, the concept of childhood did not exist, and children were viewed similarly to women and slaves. Oral tradition was used to share stories with children. In the Middle Ages, children were not distinguished from adults and participated in the same activities at a young age. With the invention of the printing press, literacy increased and the concept of a separate childhood emerged. In the 16th century, printed books for children began to be produced with educational and moral purposes. By the 19th century, classics of children's literature were being published that focused on imagination and interest over just education.
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The document discusses the changing views of childhood during the Romantic era as portrayed by William Wordsworth and William Blake. Specifically:
1) Prior to the Enlightenment, children were seen as miniature adults, but thinkers like Rousseau and Wordsworth began to see children as distinct from adults, needing freedom and protection from harm.
2) Wordsworth's poetry portrayed an idealized view of childhood centered around experiences in nature, influenced by his own happy childhood.
3) Blake also emphasized childhood innocence in his work but acknowledged that experiences of life often corrupted this innocence, as shown in his Songs of Innocence and Experience.
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The document discusses theories around the concept of childhood from historical and developmental perspectives. It summarizes:
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This document discusses the historical changes in conceptions of childhood from the medieval period to the 20th century. It summarizes the work of Philippe Aries, who argued that the idea of childhood did not exist in the medieval period, as children were seen as miniature adults. Over time, childhood began to be seen as a distinct period of innocence. However, other scholars argue that historical changes actually improved conditions for children by reducing abuse and increasing education. The 20th century saw childhood framed as the domain of science and experts like Dr. Holt, who advocated rational discipline, and Dr. Hall, who focused on the child's natural development.
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2. It notes that without seeing themselves represented in educational materials, children may feel invisible. Representing African cultures positively through images and stories can help children believe in their potential.
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You and I are grown up; we're not scared of things under the bed, are we? Unlike little children, we know there's nothing there. We can look all we want and nothing will eat us. You can't fool us just by projecting your voice. We recognize lies and we know that magic isn't real. Don't we?
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Describing differences among infants and children, and explaining how these differences come about, is mostly what this text is about.
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1 Boldfaced terms are defined in the glossary at the end of the book.
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But the experience of being a child can vary dramatically in different social contexts, as shown by studies in ethnography (studies of different cultures). For example, in the box Across Cultures: Mari: A Mayan Child: Liam, A North American Child, we see how Mari's life is unlike the lives of most children in the industrialized world. Much of the reason for this difference, explains Gaskins (1999), is that this Mayan society has different views of childhood. Among other things, these Mayans believe that adult work activities are so important that all childhood activities must be structured around them. Play is given little importance, and parents spend little time speaking with their children other than to admonish them or give them directions. This is in sharp contrast with the predominant North American view that emphasizes and caters to the child's wishes and interests, and that stresses the importance of play and of verbal and social interaction.
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The document discusses theories around the concept of childhood from historical and developmental perspectives. It summarizes:
1. Philippe Ariès' theory from Centuries of Childhood that the idea of childhood as a distinct phase did not exist in medieval times and children were seen more as mini adults, though this view has been challenged.
2. Jean Piaget's empirical studies of childhood cognitive development which found children have logical and reasoning limitations compared to adults.
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1. Recognize that childhood is socially constructed and views of children differ across cultures. Policies should be sensitive to these cultural differences rather than impose a single view of childhood.
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The document discusses the importance of literature for children's development and education. It notes that literature helps build vocabulary, expression skills, and sensitivity. The document also provides a brief history of children's literature, including early books from Anglo-Saxon and medieval periods, as well as chapbooks and the influence of the Puritans. Finally, it discusses the development of poetry for children and different poets who wrote verses for children.
Ppt. intro
The Bank Street Approach to education was founded in 1916 by Lucy and Harriet Mitchell and is based on the progressive educational philosophy of John Dewey. It focuses on the whole child, with an emphasis on a child's mental, social, emotional, and physical growth. Students are active learners who gain knowledge through hands-on experiences and exploration, rather than direct instruction. The teacher serves as a guide who allows students to learn at their own pace through activities like building, art, and field trips.
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1. The document discusses the importance of images and imagination in African education. It argues that images play a large role in early education and digital culture, and influence what futures children can imagine.
2. It notes that without seeing themselves represented in educational materials, children may feel invisible. Representing African cultures positively through images and stories can help children believe in their potential.
3. The author advocates imagining ambitious futures for African children beyond statistics on poverty and conflict. Imaginative resources that portray African experiences can help children see what they can achieve.
1.1 Organization of Childrens Journeys Exploring Early Childhood.docx
1.1 Organization of Children's Journeys: Exploring Early Childhood
You and I are grown up; we're not scared of things under the bed, are we? Unlike little children, we know there's nothing there. We can look all we want and nothing will eat us. You can't fool us just by projecting your voice. We recognize lies and we know that magic isn't real. Don't we?
Little children don't know these things. Part of growing up is learning them—learning what to expect, becoming familiar with what's out there, sorting fact from fancy, reality from wishes, tears from laughter.
Describing differences among infants and children, and explaining how these differences come about, is mostly what this text is about.
Children's Journeys is divided into three parts. Part One is a four-chapter introduction. Chapter 1 is, in a sense, about maps and guides. It explains what developmental psychology is and how psychologists study children. Chapter 2 introduces the mapmakers—those who developed the theories that guide our attempts to understand developmental change. Chapter 3 looks at the many paths the human journey makes possible: It deals with our genetic origins and with the influence of environmental context. Chapter 4 puts our subject, the developing child, on the road: It looks at systematic changes that occur from conception through birth and at important influences on the unborn child. Parts Two and Three look at physical, intellectual (cognitive), social, and emotional changes and processes during infancy1 (birth to age 2) and early childhood (ages 2 to 7 or 8).
1 Boldfaced terms are defined in the glossary at the end of the book.
Historical and Current Views of Childhood
Strange as it may seem to us, childhood as we generally understand it is not a universal phenomenon. What is universal is the fact that in all cultures infants are born at similar levels of biological immaturity. Also, patterns of biological maturation—such as learning to walk—are highly similar in all social groups.
But the experience of being a child can vary dramatically in different social contexts, as shown by studies in ethnography (studies of different cultures). For example, in the box Across Cultures: Mari: A Mayan Child: Liam, A North American Child, we see how Mari's life is unlike the lives of most children in the industrialized world. Much of the reason for this difference, explains Gaskins (1999), is that this Mayan society has different views of childhood. Among other things, these Mayans believe that adult work activities are so important that all childhood activities must be structured around them. Play is given little importance, and parents spend little time speaking with their children other than to admonish them or give them directions. This is in sharp contrast with the predominant North American view that emphasizes and caters to the child's wishes and interests, and that stresses the importance of play and of verbal and social interaction.
It is partly because the e ...
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This presentation talks about the basic terms in Child and Adolescent Development, as well as the pioneers in child psychology and the history of this discipline. Enjoy!
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Group presentation
This document summarizes the history and purpose of playgrounds established in the early 20th century. Reformers aimed to pull immigrant children off city streets and into controlled, supervised playground spaces where their development could be monitored. Playgrounds were designed based on theories that visible play shapes identity, and different activities were prescribed by age and gender. The goal was to Americanize immigrant children and cultivate normative development through gender-separated activities on public playgrounds.
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Similar to Science lecture 1 (20)
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Children and Consumption, Thursday June 11th
The 1960s was a turbulent time for youth in America. Several social movements emerged including the Civil Rights Movement, anti-war protests, Black Power, and the Counterculture. Young people played pivotal roles in these movements seeking social change and challenging the status quo. The decade was defined by youth activism on issues like desegregation, free speech, environmentalism, and women's rights. Events like the Children's Crusade in 1963 and protests at Berkeley highlighted tensions between youth and authority figures over social and political ideals.
Children and Consumption, Wednesday, June 10th
Covers the comic book scare and other parental panics over children's material culture. Presented Wednesday June 10th.
Children and Consumption, Tuesday June 9th
Youth culture developed in the early 20th century due to economic and technological changes as well as evolving views of childhood. Factors like consumerism, advertising, and mass media contributed to the rise of youth culture, exemplified by the flappers of the 1920s. While youth culture allowed for more independence, parents often disapproved as it reduced their influence and promoted behaviors like dancing and mingling of the sexes that parents saw as harmful.
Children and Consumption, Monday June 8th
Since the Industrial Revolution, there has been competition over control of children's time and minds between children, parents, manufacturers, and others. The document discusses how the mass production of toys has changed children's material culture and questions who marketers target - children or parents. It also explores parents' and children's priorities when choosing toys, advertisers' priorities, and cultural critics' views. Examples like Minecraft, gendered toys, and new products/approaches are presented.
Children and Space, Thursday June 4th
Over time, children's spaces have become increasingly separated from adult spaces and sanitized. Teddy Roosevelt argued in 1907 that city streets were unsafe for children to play and that playgrounds should be provided within walking distance of every child's home. European adventure playgrounds foster adventure and fun by allowing children to engage in activities with less restrictive safety measures than typical American playgrounds. The document discusses the spaces that are or should be available for children.
Children and Space, Wednesday June 3
Covers Native American boarding schools and the orphan train, and other situations where adults have "moved" children through space. Presented Wednesday June 3rd.
Children and Space, Monday June 1st
Looks at the experiences of children in the country and children in the city. Presented Monday, June 1.
Science lecture 3
This document discusses the rise of parenting manuals and increased anxiety among parents since the early 1800s, despite children becoming safer. It notes the influence of Republican Motherhood and works like Horace Bushnell's 1847 book "Christian Nurture." Parenting became more scientific and focused on behaviorism, habit training, and personality development in the 1920s-1930s. Modern parenting debates center around issues like permissive vs. authoritative parenting, corporal punishment, and helicopter parenting versus free range children. The document also addresses how race may impact parenting approaches and the legacy of violence experienced by black parents and children under slavery.
Science lecture 2
This document discusses issues related to children's health and well-being in the 19th century, including sanitation, medicine, and the rise of the child study movement. It describes how in the mid-1800s, children's bodies increasingly became the subject of medical and scientific inquiry. It highlights efforts in the 1800s to improve sanitation in cities like New York through studies and new departments of sanitation. The child study movement emerged in the late 1800s to scientifically study children's development and minds. Declining child mortality rates also began changing societal views of childhood.
Economics:education lecture 4
The document discusses the history of education for African American children from slavery through the civil rights era. It notes that during slavery, it was illegal to teach enslaved people to read or write. It then discusses key court cases like Plessy v. Ferguson that upheld "separate but equal" and Brown v. Board of Education, which ruled that racial segregation in public schools was unconstitutional. The document examines debates around the purpose of educating African Americans and protests that helped advance desegregation, like those led by Barbara Johns.
Economics:education lecture 3
During the 20th century, mass education replaced trade skills as the primary way to prepare children for adulthood. This raised questions about whose values should be taught in public schools, how to ensure student success, and whether education funding should only go to public schools or could follow students to other options. Over the century, compulsory attendance laws were established, the professionalization of teaching occurred, and Supreme Court cases established parents' rights to direct their child's education. Debates continued over the teaching of subjects like evolution, prayer in schools, and school choice.
Economics:education lecture 2
The document discusses the history of efforts to ban child labor in the United States from the late 19th century to the 1930s. It provides context on why child labor was prevalent and perspectives on banning it. It notes that children had always worked historically. The first organized efforts against child labor began in the early 1900s with groups like the National Child Labor Committee. Key laws and acts that were passed include the Keating Owen Act of 1916, the failed Child Labor Amendment of 1924, and the Fair Labor Standards Act of 1938 which placed limitations on child labor. The document discusses debates around certain exemptions and differing views on children's work and rights.
Economics:education lecture 1
Between 1870 and 1930, the value of children in American society shifted from economic to sentimental. As children became a financial drain on families rather than contributors to the household income, their worth became defined by their emotional and sentimental value rather than economic value. This shift occurred as families moved away from practices like apprenticing older children to learn trades to earn their keep, toward embracing children as objects of affection to be nurtured and cared for in the home.
Demographics lecture 3
The document discusses how adults have historically used children to solve demographic problems and ensure the future of their group. It gives examples like Western imperialism preparing children through programs like the Boy Scouts to lead and maintain their empires. The Boy Scouts and Girl Scouts movements aimed to instill character and prepare children for changing social and economic environments. The document questions what future society is trying to achieve through youth programs and education, and whether children are passive subjects or active partners in that process.
Demographics lecture 2
The document discusses early 20th century eugenics policies in the United States, including forced sterilization laws. It notes that by 1927, the Supreme Court had upheld the constitutionality of Virginia's forced sterilization law in Buck v. Bell. By the 1930s and 1940s, around 60,000 Americans had been forcibly sterilized under these laws across 33 states, though the last known forced sterilization occurred in 1981. The popularity of eugenics declined after World War II due to its association with the racist policies of Nazi Germany.
Demographics Lecture 1
The document discusses how family forms have changed over time in response to economic and cultural factors. It describes families shifting from multigenerational to nuclear family structures during periods like colonial times and post-WWII suburbanization. The modern concept of age and generations divided families, while marriage transitioned from an economic institution to one based more on love and personal choice. Changing family structures may impact children in various ways.
Lecture 15: Nixonland
This document discusses the political shifts in the United States from the 1960s through the early 1970s. It summarizes that the Democratic New Deal coalition fell apart as the party embraced civil rights, alienating the white Southern vote. Republicans employed a "Southern Strategy" appealing to racial anxieties to attract Southern white voters. Meanwhile, President Nixon employed rhetoric of "law and order" that also appealed to racial fears. By the early 1970s, the Democratic and Republican parties had significantly realigned along racial lines from the New Deal era.
Lecture 17: The Culture Wars
The document discusses several topics related to cultural wars over families that emerged from the 1960s onward. It addresses debates around school prayer, sex education, Christian schools, opposition to the women's and gay rights movements, and changing definitions of family structures. Many conservatives expressed concerns that these trends threatened traditional families and could undermine children's morality and academic success.
Lecture 16: A Decade of Nightmares
The 1970s was a turbulent decade marked by political scandals, economic struggles, and social unrest. Key events included the Nixon presidency and Watergate scandal, the 1973 oil crisis, international terrorism, and the Iran hostage crisis. Americans also faced threats of urban decline, crime, and issues affecting children. The decade reflected skepticism towards government and contrasting visions emerged on topics like the role of government and social change.
Lecture 14: Protest Movements
The 1960s saw many social movements emerge that challenged the status quo. The decade was defined by the civil rights movement and Black Power movement's fight for racial equality, the anti-war movement and protests against US involvement in Vietnam, the women's liberation movement's battle for gender equality and women's rights, and the rise of the counterculture that promoted sexual freedom, psychedelic drugs, and environmentalism. These diverse movements reflected the era's rising social consciousness and desire for political and social change.
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Science lecture 1
- 1. Hist-A 300: Children, Childhood, and the Family Please start by filling out the getting- to-know-you form
- 2. Introductions! • Name and year • Where you’re from • Why you’re taking this class • Your favorite childhood memory
- 3. Let’s talk about the syllabus!
- 4. WHAT IS A CHILD? WHAT IS CHILDHOOD? WHAT WORDS COME TO MIND WHEN I SAY THESE WORDS?
- 5. READING: BENJAMIN FRANKLIN In his autobiography, Benjamin Franklin describes his childhood and youth. What is similar to today, and what is different?
- 6. Why?
- 7. Concept v. Conception • Philippe Aries, Centuries of Childhood, 1962
- 8. What is our modern-day conception of childhood?
- 9. What conception of childhood was present in Franklin’s autobiography?
- 10. Steven Mintz, Huck’s Raft • Premodern childhood – Children viewed as adults in training • Modern childhood – Children viewed as innocent, protected • Postmodern childhood – Children viewed as knowledgeable consumers
- 18. Early Ideas about Childhood • Children as depraved & in need of correction – Emphasis on corporal punishment – Children expected to act like miniature adults • Children as blank slates – Promoted by John Locke, 1693 – Emphasis on malleability & nurture • Children as uncorrupted – Promoted by Jean-Jacques Rousseau, 1762 – Emphasis on expressing their inner selves
- 19. The Natural Child • 1750-1830 • Exposure to nature emphasized • Children’s play became more active • Children’s clothing became looser
- 20. The Pure Child • Children as especially spiritual or close to God • Adults can learn from children • “Childhood hath saved me.” ~ Bronson Alcott
- 21. The Innocent Child • 1830-1900 • Influenced by the Romantic Movement • Children at once pure and vulnerable • Children’s material culture designed to protect children or show them off
- 22. Do we still see children as pure and innocent today?
- 23. Children’s perceived vulnerability led to a demand for both scientific literature on child rearing and parenting manuals
- 24. What sorts of sources can we use to learn about children and childhood in the past?
- 25. Mintz’s Myths • The myth of the carefree childhood • The myth of the home as a haven • The myth of a uniform childhood • The myth of a child-friendly society • The myth of progress • The myth of decline