Topic 9: Changes in Childhood
Childhood as a social construct
Sociologists see childhood as socially constructed- something created or defined by society
The position that children occupy in society is not fixed but differs between different times,
places and cultures
The modern western notion of childhood
Accepted in our society today that childhood is a special time of life and children are
fundamentally different from adults
Regarded as physically and psychologically immature
Belief that children’s lack of skills, knowledge and experience means that they need a
lengthy, protracted period of nurturing and socialisation before they are ready for adult
society and its responsibilities
As Jane Pilcher notes, the most important feature of the modern idea of childhood is
SEPARATENESS.
Difference is emphasised through laws regulating what children are allowed, required or
forbidden to do
Difference is also emphasised through differences in dress and through products and
services especially for children e.g. toys, food, books, entertainment, play areas etc.
Children’s lives are lived largely in the sphere of the family and education where adults
provide for them and protect them for the outside world and unlike adults, they lead lives of
leisure and play and are largely excluded for paid work
However, this view of childhood as a separate age-status is not found in all societies- it is not
universal
Other cultures do not necessarily see such a great difference between children and adults
Cross-cultural differences in childhood
The anthropologist Ruth Benedict argues that children in simpler, non-industrial societies
are generally treated differently from their modern western counterparts in 3 ways
1. Take responsibility at an early age.
Samantha Punch’s study of childhood in rural Bolivia found that, once children are
about 5yrs old, they are expected to take work responsibilities in the home and the
community.
Lowell Holmes’ study of a Samoan village found that ‘too young’ was never given as
a reason for not permitting a child to undertake a particular task
2. Less value is placed on children showing obedience to adult authority
Raymond Firth found that among the Tikopia of the western pacific, doing as you
are told by a grown-up is regarded as a concession to be granted by the child, not a
right to be expected by adults
3. Children’s sexual behaviour is often viewed differently
Childhood as a social construct
Sociologists see childhood as socially constructed- something created or defined by society
The position that children occupy in society is not fixed but differs between different times,
places and cultures
The modern western notion of childhood
Accepted in our society today that childhood is a special time of life and children are
fundamentally different from adults
Regarded as physically and psychologically immature
Belief that children’s lack of skills, knowledge and experience means that they need a
lengthy, protracted period of nurturing and socialisation before they are ready for adult
society and its responsibilities
As Jane Pilcher notes, the most important feature of the modern idea of childhood is
SEPARATENESS.
Difference is emphasised through laws regulating what children are allowed, required or
forbidden to do
Difference is also emphasised through differences in dress and through products and
services especially for children e.g. toys, food, books, entertainment, play areas etc.
Children’s lives are lived largely in the sphere of the family and education where adults
provide for them and protect them for the outside world and unlike adults, they lead lives of
leisure and play and are largely excluded for paid work
However, this view of childhood as a separate age-status is not found in all societies- it is not
universal
Other cultures do not necessarily see such a great difference between children and adults
Cross-cultural differences in childhood
The anthropologist Ruth Benedict argues that children in simpler, non-industrial societies
are generally treated differently from their modern western counterparts in 3 ways
1. Take responsibility at an early age.
Samantha Punch’s study of childhood in rural Bolivia found that, once children are
about 5yrs old, they are expected to take work responsibilities in the home and the
community.
Lowell Holmes’ study of a Samoan village found that ‘too young’ was never given as
a reason for not permitting a child to undertake a particular task
2. Less value is placed on children showing obedience to adult authority
Raymond Firth found that among the Tikopia of the western pacific, doing as you
are told by a grown-up is regarded as a concession to be granted by the child, not a
right to be expected by adults
3. Children’s sexual behaviour is often viewed differently
