Evaluate the claim that childhood is socially constructed [20 marks]
The argument of childhood as a social construct suggests that the concept of childhood is created by
society and not determined by biological age. This suggests that childhood is a concept that varies
across societies, cultures, and historical periods.
Support for the social constructionist view can be found in the work of Aries, who argued that in pre-
industrial society, children were not distinct from adults and were seen as "tiny adults." Both children
and adults had the same rights, duties, and skills. There was no clear dichotomy between childhood
and adulthood. Children were often engaged in work from a young age and were considered
economic assets to their families. This historical example demonstrates that the perception and
treatment of children have changed over time, which reinforces the idea that childhood is socially
constructed. Aries claims that the notion that childhood is a separate phase of life started to develop
from the thirteenth century onwards. He argues that historical developments show that childhood is
a social construct because children were not always treated in the way they are now. In contrast to
earlier periods, today's children are often considered more valued, better cared for, and have more
rights. Legislation like the Compulsory Education Act 1996 in the UK ensures that children between
the ages of 5 and 16 receive appropriate education, reflecting a more child-centred society. This
historical shift in societal beliefs and norms highlights the social construction of childhood because it
demonstrates that ideas about children and their social status varied overtime. However, Pollock
criticises Aries for arguing that childhood did not exist in the past. Pollock studied hundreds of diaries
and journals written between 1500 and 1900 and concluded: “The texts reveal no significant change
in the quality of parental care given to, or the amount of affection felt for infants for the period 1500-
1900." As well as this, Pollock pointed out that medieval family portraits only represented a small
minority of the population and did not reveal much about what medieval societies thought about
children and childhood.
Further support for the social constructionist view can be found in cross-cultural analyses of
childhood. Benedict argues that children in non-industrial societies are generally treated differently
from their modern Western counterparts. In her study of rural Bolivian childhoods, Punch challenges
the widespread sociological notion that the biggest distinction between childhood and adulthood is
that children are exempt from work. She found that the children of rural southern Bolivia contribute
greatly to their family incomes. Just as children from more privileged socioeconomic backgrounds
combine their education with play, disadvantaged children are seen to do the same in addition to
their work. In contrast to this idea is the generally accepted Western view of children as incompetent.
Children are seen as incapable of performing certain tasks until they have the mental and/or physical
faculties to do so. Until they develop those faculties, children will continue to depend on adults for
guidance and help. For example, a child growing up in the United Kingdom is not expected, nor are
they allowed, to work and contribute to their family's finances. This is solely the responsibility of their
parents and/or guardians. This indicates that the understanding and experience of childhood can
vary across different cultural contexts. The variations in how children are perceived and integrated
into society challenges the assumption of childhood as a universally recognised stage of dependency.
This reinforces the idea that childhood is socially constructed because it suggests that the perception
and treatment of children vary across societies, and the concept of childhood is not fixed but shaped
by societal beliefs and norms.
The argument of childhood as a social construct suggests that the concept of childhood is created by
society and not determined by biological age. This suggests that childhood is a concept that varies
across societies, cultures, and historical periods.
Support for the social constructionist view can be found in the work of Aries, who argued that in pre-
industrial society, children were not distinct from adults and were seen as "tiny adults." Both children
and adults had the same rights, duties, and skills. There was no clear dichotomy between childhood
and adulthood. Children were often engaged in work from a young age and were considered
economic assets to their families. This historical example demonstrates that the perception and
treatment of children have changed over time, which reinforces the idea that childhood is socially
constructed. Aries claims that the notion that childhood is a separate phase of life started to develop
from the thirteenth century onwards. He argues that historical developments show that childhood is
a social construct because children were not always treated in the way they are now. In contrast to
earlier periods, today's children are often considered more valued, better cared for, and have more
rights. Legislation like the Compulsory Education Act 1996 in the UK ensures that children between
the ages of 5 and 16 receive appropriate education, reflecting a more child-centred society. This
historical shift in societal beliefs and norms highlights the social construction of childhood because it
demonstrates that ideas about children and their social status varied overtime. However, Pollock
criticises Aries for arguing that childhood did not exist in the past. Pollock studied hundreds of diaries
and journals written between 1500 and 1900 and concluded: “The texts reveal no significant change
in the quality of parental care given to, or the amount of affection felt for infants for the period 1500-
1900." As well as this, Pollock pointed out that medieval family portraits only represented a small
minority of the population and did not reveal much about what medieval societies thought about
children and childhood.
Further support for the social constructionist view can be found in cross-cultural analyses of
childhood. Benedict argues that children in non-industrial societies are generally treated differently
from their modern Western counterparts. In her study of rural Bolivian childhoods, Punch challenges
the widespread sociological notion that the biggest distinction between childhood and adulthood is
that children are exempt from work. She found that the children of rural southern Bolivia contribute
greatly to their family incomes. Just as children from more privileged socioeconomic backgrounds
combine their education with play, disadvantaged children are seen to do the same in addition to
their work. In contrast to this idea is the generally accepted Western view of children as incompetent.
Children are seen as incapable of performing certain tasks until they have the mental and/or physical
faculties to do so. Until they develop those faculties, children will continue to depend on adults for
guidance and help. For example, a child growing up in the United Kingdom is not expected, nor are
they allowed, to work and contribute to their family's finances. This is solely the responsibility of their
parents and/or guardians. This indicates that the understanding and experience of childhood can
vary across different cultural contexts. The variations in how children are perceived and integrated
into society challenges the assumption of childhood as a universally recognised stage of dependency.
This reinforces the idea that childhood is socially constructed because it suggests that the perception
and treatment of children vary across societies, and the concept of childhood is not fixed but shaped
by societal beliefs and norms.
