Transcript
Social construction of childhood
Childhood
What is it?
Philippe Aries (1960)
Philippe Aries is a historian and he argued that in the
middle ages, the ‘idea of childhood did not exist’.
Children were weaned, however once they were passed
the stage of being physically dependent on the parents,
they were seen to be adults.
Children began work at a very early age , they were
seen as ‘mini-adults’ with the same rights, duties and
skills as adults.
For example – the law often made no distinction
between children and adults with children facing
severe punishments.
“Childhood” in contemporary
western society
In contemporary Britain and in most western
societies people take it for granted that children are
different from adults. Children are viewed as
innocent and vulnerable who need protecting from
the dangers of the adult world. We view childhood
as a completely different period of time away from
the adult life. As a result adults have to a extent
constructed a “separate world” for children in the
way...
“Childhood” in contemporary
western society
Children are protected from adult dangers by laws (e.g.
Negligence)
They have cheaper travel and special foods, clothes,
toys
Special areas designed only for children (e.g. Indoor
play areas)
Special arrangements made for them by the state like
schools and child benefits.
We design theses features to protect children in their
best interest as a result of children’s “natural biological
immaturity”, adults construct childhood
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The Social Construct of Childhood
James, Jenks and Prout propose four different paradigms
(views) of childhood:
1. Tribal
2. Social Structural
3. Minority Group
4. Socially Constructed
[Source: Morss, 2002]
The Socially Constructed
Child
Distinct from inadequate ‘pre-sociological’ approaches
to childhood.
Distinct from ‘transitional’ approaches (the child as
‘becoming’).
Increased the esteem associated with ‘childhood
studies’, under the banner
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Constructing Child Concern
Our attitudes towards children are socially
constructed.
Our reality is not ‘out there in the world’ but
socially constructed.
Hence, nothing may be taken for granted,
everything may be challenged, and everything is
relative.
[Source: Stainton-Rogers, 2001]9
Childhood as ‘original sin’
“Break their will betimes: begin
this great work before they can
run alone, before they can speak
plain, or perhaps speak at all...
make him [sic] do as he is bid, if
you whip him ten times running to
effect it... Break his will now and
his soul will live, and he will
probably bless you to all eternity”.
(Wesley, 1872, quoted in Jobling,
1978, p. 24)
[Source: Stainton-Rogers, 2001:28]
Evil child
Childhood as ‘Innocence’
1. Children are entitled to a ‘good’ childhood.
2. Children are in need of protection.
1.Children
lack self
control.
2.Children
need to be
regulated
[Source: Stainton-Rogers,
2001]
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Discussion
Look at the articles in your groups
Discuss the perspective of the writer
5 minutes be prepared to feed back
It hurts you inside
Children spoke powerfully and eloquently. They did
not only express themselves through words; they also
stood up and gave graphic demonstrations of being
smacked.
They had ten key messages:
1. Smacking is hitting. Most of the 76 children who took
part in this study described a smack as a hard or very
hard hit.
2. Smacking hurts.
3. Smacking is wrong. The vast majority of the children
who took part disapproved of smacking.
4. Children react badly to being smacked. They get
upset and angry and sometimes they want to smack
someone else.
5. Adults regret smacking.
They had ten key messages:
6. Parents and other grown-ups are the people who most often smack children.
7. Children usually get smacked indoors, and they most often get smacked on their bottom, arm or head.
8. Children do not smack adults because they are scared they will be hit again.
9. Adults do not smack each other because they are big and know better, and because they love and care about each other.
10. Half the children involved in this study said they would not smack children when they are adults. The youngest children (five-year-olds) were the most emphatic about this.
The overwhelming message is that smacking hurts,
physically and emotionally. Many children vividly described
the physical pain inflicted by smacking:
“It feels like someone banged you with a hammer.” (five-year-old girl)
“It hurts and it’s painful inside - it’s like breaking your bones.” (seven-year-old girl)
“It’s like when you’re in the sky and you’re falling to the ground and you just hurt yourself.” (seven-year-old boy)
“[It feels] like someone’s punched you or kicked you or something.” (six-year-old boy)
The emotional impact was
clear too:
“[It] hurts your feelings inside.” (seven-year-old girl)
“[It makes you] grumpy and sad and also really upset inside. And really hurt.” (five-year-old girl)
“It hurts a lot, it makes you unhappy.” (six-year-old girl)
“You cry and you’re miserable.” (five-year-old boy)
“You’re hurt and it makes you cry [and] drips come out of your eyes.” (five-year-old girl)
How can constructionism be applied in
practice?
1. Pluralism: Embracing ‘conflict’, messiness and ambiguity and differing
perspectives acknowledging that ‘one size doesn’t fit all’.
2. Participation: All ‘truths’ are merely ‘working truths’. Decision making
should be inclusive (with children). Managing conflict can lead to
developmental growth.
[Source: Howe, 1994 in Stainton-Rogers,
2001]
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How can constructionism be applied in
practice?
3. Power: Sensitivity and awareness as to how power operates in
interpersonal relationships (with children) and across society.
4. Performance: Awareness of ones own practice and that of one’s
organisation (i.e. police, social working, education)
[Source: Howe, 1994 in Stainton-Rogers,
2001]
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