Topic 2 - Childhood Flashcards
(19 cards)
1
Q
What is sociologist view on childhood ?
A
- Childhood is not fixed or natural; it is defined by society.
- What is considered “childhood” differs across times, places, and cultures
2
Q
What is the modern western notion of childhood ?
A
- Childhood as a special, protected life stage:
- Children seen as physically and psychologically immature. They require a lengthy period of nurturing and socialisation.
- Seen as incompetent to live independently
- Pilcher says a key feature of childhood is separateness – children have a distinct status from adults.
This is shown through: Laws (e.g., age restrictions) Dress differences and products and services designed specifically for children (e.g., toys, play areas) - Children are viewed as vulnerable and in need of protection from the adult world.
3
Q
Why is Childhood not universal according to some ?
A
- Wagg argues childhood is a social construct, shaped by specific cultures, times, and places.
- There is no universal childhood – it differs even though biological immaturity is constant.
- Other cultures may not sharply separate children from adults like the West does today.
4
Q
What are cross cultural differences in childhood ?
A
- Punch (2001) – In rural Bolivia, children from age 5 take on work duties without hesitation.
- Firth (1970) – In Tikopia (Pacific), obedience to adults is not expected; it’s seen as a choice by the child, not a duty.
- Malinowski (1957) – Among Trobriand Islanders, adults show tolerance and amused interest toward children’s sexual behavior.
5
Q
How does globalisation affect childhood ?
A
- Western childhood norms are spreading globally, according to some sociologists.
- Promoted through international humanitarian and welfare agencies, these norms include: Childhood as a separate life stage. Children as innocent, dependent, and vulnerable. A focus on the nuclear family and schooling
- Campaigns against child labor and concern over street children reflect Western ideals of what childhood should be
- These Western campaigns often have little effect in actually changing the situation for children in developing countries.
6
Q
What are historical differences in childhood ?
A
- The idea of childhood has changed over time – it is a recent social invention, not a natural or fixed stage.
- Aries notes that In medieval times (10th–13th centuries), the idea of childhood did not exist.
- Once out of infancy, children were seen as ‘mini-adults’.
- They were expected to: Work from an early age. Participate in adult society with similar rights and responsibilities. Often received adult-level punishments in the law.
- This was evident in medieval paintings show children dressed like adults and engaged in adult activities.
- Shorter (1975) on parental attitudes: High infant mortality meant parents were often indifferent or neglectful.
- Common practices included: Reusing names of deceased siblings. Referring to babies as “it”. Forgetting how many children they had.
7
Q
How did the idea of childhood begin to develop ?
A
- From the 13th century onwards, the idea of childhood began to develop for example schools began to specialise in educating only the young.
- By the 17th century, there was a clear distinction in children’s clothing, setting them apart from adults.
- By the 18th century, childrearing handbooks were common, showing growing interest in child-focused parenting among the middle classes.
- Society moved from not recognising childhood as special to becoming obsessed with it.
- He calls the 20th century “the century of the child.”
- Pollock criticises and argues childhood did exist in the Middle Ages, but it was just understood differently.
8
Q
What are reasons for the development of the position of children ?
A
- Laws restricting child labor: Children were excluded from paid work, shifting from economic assets to economic liabilities (dependent on parents).
- Child protection laws: e.g., 1889 Prevention of Cruelty to Children Act.
- Donzelot, Medical science emphasised the need to protect and supervise children during development.
9
Q
What is the disappearance of childhood ?
A
- Postman argues that childhood is disappearing rapidly due to changes in media and communication.
- Children now have similar rights to adults.
- Clothing styles of children and adults are becoming more alike.
- Children are increasingly committing adult crimes. James Bulger case,
- Reading created an information hierarchy: Adults had access to knowledge (e.g., sex, money, death).
- Previously children were protected from adult knowledge. Childhood was associated with innocence and ignorance.
- TV requires no literacy, making information equally accessible to children and adults. and It breaks down boundaries between adults and children.
- Adult authority weakens, and children become more aware and cynical.
10
Q
Eval of Postman
A
- Opie notes childhood isn’t disappearing – her research into children’s games and culture shows it still exists.
- Overemphasis on television: Postman ignores other factors like laws, education, or parenting styles.
11
Q
What does Jenks argue ?
A
- Jenks disagrees with Postman – he does not believe childhood is disappearing, but he does believe it is changing in response to postmodern society.
- Children seen as vulnerable and in need of protection.
- Controlled through: Child-centred family (focused on nurturing). Education system (discipline, conformity).
- Society is now marked by instability and rapid change: Increased divorce rates and family breakdown.
- These changes create insecurity for adults.
As a result, adults turn to relationships with their children for stability and emotional refuge. - And this leads to Increased fear for children’s safety. More surveillance and control of children’s lives
- However Jenks assumes all children and families experience the same pressures and changes
12
Q
What is the March of Progress view on Childhood ?
A
- This view sees the position of children in Western societies as steadily improving over time. Childhood today is considered the best it has ever been
- Children are more valued and protected: Laws protect children from abuse and exploitation.
- Better health and survival: Infant mortality dropped due to Improved healthcare and living standards
- Smaller families and higher living standards: Fewer children = more emotional and financial investment per child. For example it was found that to raise a child to age 21: over £227,000
- There is a rise in The child-centred family where Parents place great emotional and aspirational value on their children.
- Child centred society with Media, education, leisure, and laws focus heavily on children’s needs.
13
Q
What does Sue Palmer argue ?
A
- argue that despite material improvements, modern childhood is being damaged by social and technological changes.
- Coined the term “toxic childhood”, claiming that recent rapid changes have harmed children’s development:
- Factors that contribute to this are:
- Long parental work hours = less family time
- Sedentary lifestyles (e.g. screens, video games)
- Over-testing and pressure in education.
- As a result it leads to things such as self harm, drug and alcohol abuse and teenage pregnancy
14
Q
What is the conflict view of childhood ?
A
- Conflict sociologists — including Marxists and feminists — argue that the march of progress view ignores the real inequalities that still shape children’s lives today.
- Criticise on 2 grounds :
- Inequalities Among Children as not all children experience the same kind of childhood
- Inequalities Between Children and Adults
Rather than experiencing greater protection and freedom, conflict theorists argue that children face increasing control and dependency under adult authority
15
Q
What in equalities are there amongst children ?
A
- Children in developing countries face higher risks of poverty, disease, and lack of education.
- Boys have more freedom of movement than girls for example boys are more likely to cycle, cross roads, or go out at night alone.
- Brannen (1994): Asian parents are more likely to be strict with daughters. Similarly Bhatti (1999) found that cultural values like izzat (family honour) can restrict girls’ behaviour.
16
Q
What are the inequalities between children and adults ?
A
- Conflict theorists argue children are subject to adult domination, often disguised as protection.
- Children face restrictions on where they can go (e.g., “no schoolchildren” signs).
- Adults set children’s routines: when they wake, eat, sleep, etc. They also decide when a child is “old enough” for certain responsibilities
- Control Over Children’s Bodies:
Adults dictate how children: Sit, walk, dress, and groom. Are touched and physically disciplined. - Children are economically dependent: Child benefit goes to parents. Pocket money often tied to “good behaviour”. Work restrictions keep them from earning.
17
Q
what is the age patriarchy ?
A
- Gittens uses the term to describe adult domination over children.
18
Q
How do children resist oppression ?
A
- Some sociologists argue that modern childhood can be experienced as oppressive, and that children themselves resist this through certain behaviours.
- “Acting up”: Children imitate adults by:
Swearing, Drinking/smoking, Underage sex, Joyriding
and may also exaggerate their age (e.g., “I’m nearly 9”). - “Acting down”: Children deliberately behave younger than their actual age: Using baby talk and asking to be carried
- These strategies suggest that children often want to escape the restrictions of their status.
- However some critics of this argue Children may lack the maturity to make fully informed decisions. Some control is essential to protect them from harm and ensure their development.
19
Q
What is the view of the new sociology of childhood?
A
- sees them as active agents who help shape their own lives and experiences.
- Mayall (2004) calls out the ‘adultist’ viewpoint, where children are seen mainly as: Future adults and passive beings to be moulded by adults
- This perspective challenges the idea that children are merely shaped by adult actions. It argues: Children are not just “adults in the making
- They actively construct their own childhoods and influence their environments
