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. 2. Consider the structural factors like poverty, lack of access to healthcare and education, that impact children in different communities. Policies need to address the social inequalities that negatively affect children. 3. Involve children and gain their perspectives when designing policies that concern them. A child-centered approach that gives agency to children is important to develop policies that effectively address their needs and rights.

1. CHILDHOOD?

2. CHILDHOOD?
SPECIFICATION
The nature of childhood,
and changes in the status
of children in the family

3. CHILD ADULT
Our Views Why are they
different?

4. The ‘Modern Western’ view of
childhood
The child is fundamentally different from
adults:
– Immature
– Incompetent
– Lack skills, knowledge and experience
– Need protection & socialisation
– Innocent

5. Pilcher, 1995
Cildhood is a clear and distinct life stage,
reflected in:
• Laws
• Dress
• Products and services
• Age of innocence – vulnerable, need protection
• Sphere - Family and the education system.
• Activity - Leisure and play.

6. Natural?
Biological?
Universal?
Stable?

7. SOCIALLY
CONSTRUCTED
Childhood is not a biological stage of
immaturity or a natural state.
Childhood is something created and defined by
society.
What is meant by childhood, and the position
that children occupy in society, is not fixed or
uiversal.
It differs between different times, places,
groups and cultures.

8. FIRTH
(1963)
Pacific Island of Tikopia
Children are allowed to
do dangerous things
when THEY feel ready.
e.g. Fishing in the open
sea and handling sharp
objects
Obedience to adults is a
concession rather than
expected

9. Child
Soldiers

10. Child
Afghanistan Economist Report

11. The spiritual and political ruler of Tibet through the years. First as a four-year-old
peasant child about the time he was chosen Dalai Lama, as a 15-year-old
wearing a gold peaked cap that is his crown and during a 1956 visit to India.

12. SOUTH AMERICAN STREET CHILDREN

13. THE IK OF
UGANDAsuffer famine
• The Ik Tribe
• view children as a drain on resources.
• They think they should be made to fend
for themselves as soon as they possibly
can. This may mean from the age of 3.

14. Cross Cultural Experiences of
Childhood
Benedict, 1934, [comparative approach] .
3 distinct differences between modern ‘western’
What differences have you
children and children from simpler, non industrial
identified between your
societies
meanings and experiences of
– Earlier Responsibility (Holmes – Samoa)
childhood and those in other -
– Less Obedience to Adult Authority (Firth
Tikopia)
societies?
– Sexual Behaviour (Malinowski – Trobriand
Islands)

15. TOWNSEND et al (2003)
Study of 46 developing countries 1.2 million children:-
• Over 33% of the world’s children live in absolute poverty
• Over 33% of all children live with more than 5 people per
room
• 134 million children aged 7 – 18 have never been to
school
• Over 375 million children have no access to water
• Many children live in countries affected by civil wars
• Children in developing countries are more at risk from
infectious diseases – typhoid, malaria.
• Every day 3000 people in the developing world will die
from malaria – 2225 will be children
• 500,000 children under the age of 18 have been
recruited as child soldiers

16. HISTORY OF
CHILDHOOD

17. Historical context
• We tend to think of childhood as a
special time
• We tend to think of children as
vulnerable beings who must be
taken care of
• We tend to think of parenting as an
important job that must be done well
However:-
This has not always been the case

18. Childhood is a recent
invention
Aries (1962)
Used paintings to explore childhood in pre-industrial
societies and argues that once weaned, children were
simply considered ‘little adults’ and an economic asset.
High infant mortality rates encouraged indifference
and neglect.
• Can you see any problems with Aries methods?
• Can you see any problems with his conclusions

19. Pre- industrial society C10-
C13th
[Aries]
• Same work – fields &
home
• Same clothes
• Same leisure
• Same rights
• Same skills
• Same punishments
• No distinction in law
An accurate
view?

20. Beginnings of childhood C13 –
C18
[Aries]
• Public schools for rich children
• Church – children in need of
protection & discipline
• 17th century U/C boys dress

21. INDUSTRIALISATION C18-
19th
• Widespread child
labour
• M/C focus on
children
• Campaigns
against child
begging,
delinquency &
prostitution

22. INDUSTRIALISATION C18-
• C19th – Mines &
19th
Factory Acts
• 1870 compulsory
elementary
schooling
• Children should be
seen and not heard
• Child specialists –
paediatricians
• A right to happiness

23. MODERN CHILDHOOD C20th
CHILD-
CENTRED

24. REASONS FOR CHANGES IN THE
POSITION OF CHILDREN
Trobe P31
1. Laws e.g. employment, rights, social services,
minimum ages.
2. Schooling
3. Demographic changes – family size, infant
mortality
4. Medicine
5. Mass media*
6. Economic changes

25. MIND MAP
Make a mind map which briefly explains &
illustrates the following info:
1. Childhood as a social construction
2. Child-centred society
3. 3 characteristics of modern child hood
4. 3 ways in which child hood differs in different
societies
5. 3 ways in which childhood has changed
6. 3 reasons for changes in childhood
7. 3 pieces of evidence you could use to support the
idea of childhood as socially constructed

26. EXAM PRACTICE
1. Explain what is meant by ‘child hood is a
social construction’ (2)
2. Suggest 2 ways in which childhood has
become a specially privileged &
protected time of life (4)
3. Suggest 2 ways in which the position of
children could be said to have improved
in the last 100 years (4)

27. Answers
1. Shaped by culture/created by society – not
natural or biologically constructed.
2. E.g.
– Not allowed to work in paid employment until 13.
– Laws to protect children from abuse e.g. The
Children Act
3. E.g.
– Access to education
– Improved health - immuniasation

28. BUT Is it this simple?

29. U
N
I
C
E
F
2
0
1
1

30. Methods in Context
Design an interview schedule for use
with children to find out about LSE TIPS
their health and well-being.
Think about:
− The age group
− The language you will use
− The types of questions you will ask
− Where & how the interview will be
conducted
− The ethical issues & how you will
deal with these

31. HOMEWORK - RESEARCH
Prepare to teach one of the following
topics, including: description, illustration
and evaluation the following views:
• The March of Progress View (Aries &
Shorter)
• The Conflict View (Marxists & feminists)
• Disappearing Childhood (Postman)
• Toxic Childhood (Palmer)

32. DEBATE
‘CHILDREN IN
TODAY HAVE
NEVER HAD IT
SO GOOD’

33. The functionalist view of
childhood
Functionalists view childhood as a
crucial process in the modern family.
It is when the young person is
socialised into being a useful member
of society.
This involves the child learning the
norms and values of their culture.
As society becomes more complex the
time spent completing this process
lengthens

34. The Marxist view of childhood
Capitalists need people to buy the goods it
produces.
Bocock (93) claims modern childhood facilitates
capitalist goals by creating new consumers.
According to the Marxist perspective this is why
we have a new construct of childhood In the
western world – children are ‘consumers’.
Give examples – what do teenagers
buy

35. The Marxist view cont…
This view of childhood explains one of the
anomalies that sociologists have noted.
There are regular moral panics regarding child
pornography while at the same time we allow
children of 14 to model provocative clothes and
there is a growing market for fairly provocative
girls clothes and underwear
Write half a side of A4 to explain this
using Marxist ideas outlined above

36. Conclusion
Archard (1993)
‘In our common sense thought childhood is based
upon a notion of separateness from adulthood.
Children are not adults they are separate from adults
and need to grow up to be able to join the adult
world. Children must be protected from the adult
world and at the same time taught how best to fit into
it.’
BUT…Is this the same for ALL children?

37. Quick Review
• Social construction • Postman
• Child centred • Palmer
• March of Progress
• Age patriarchy
• Opie
• Child liberationist • Aries
• Acting up/down • Hockey & James
• Toxic childhood • Bonke
• Information hierarchy • Bhatti
• Globalisation • Howard
• Disappearing
childhood • Pilcher
• Continuing childhood • Townsend

38. USING SOCIOLOGY
As experts in childhood.
You have been asked to
advise the government
on policies affecting
children – laws,
education, welfare, media
controls, health
guidelines etc.
What advice would you
give and why?