Related to the idea of separateness of children’s status is the idea of childhood as a ‘golden age’ of happiness and innocence. However, this innocence means that children are seen as vulnerable and in need of protection from dangers of the adult world and so they must be kept quarantined and separated from it. As a result, children’s lives are lived largely in the sphere of the family and education, where adults provide for them from and protect them from the outside world. Similarly, unlike adults, they lead lives of leisure and play and are largely excluded from paid work.
There are many cross-cultural differences in childhood. Anthropologist Ruth Benedict argues that children from more simpler and non-industrial societies are generally treated differently from there modern western counterparts in many different ways. For example, they take responsibility from a younger age. Samantha Punches study in 2001 of children in rural Bolivia found that one children turned the age of 5, were working within their household and also their community, these tasks were being done without hesitation. Another example would be Child Soldiers, where children are expected to fight for their country, even though they aren’t physically or mentally ready for such traumatic work.
There are many historical differences in how childhood was seen a social construct. Sociologist Phillip Aries argues that the middle ages, the idea of Childhood didn’t even exist. They were not seen as having a different nature or needs from adults. In the middle ages, childhood as a separate stage was also short. Soon after being weaned, the child entered wider society on much of the same terms as adults. This includes starting work from an early age to contribute to the families income; children were effectively ‘mini-adults’, as they had the same rights, duties and skills as adults.
However, Aries says that there were elements of the modern notion of childhood gradually beginning to emerge from the 13th century onwards. AN example of this would be the introduction of schools and education which specialised in education for the young. This reflected from the influence of the church, which saw children as ‘fragile creatures of God’ in need of discipline and protection.
Now, there are many reasons for the changes in the position of children. There are laws restricting child labour and excluding children from paid work. Children were seen as an economic asset who could earn a wage, but now are seen as an economic liability, as they are financially dependent on their parents. An example of this is EMA ending, therefore making students more economically reliable and financially dependent on their parents.
The majority of sociologists agree that the process of industrialisation underlies many of the changes in the position of children. Modern industry needs educated people to work, and this requires the education of the young. So the introduction of compulsory schooling has helped society industrialise. Similarly, the higher standards of living and the decline in family size has lead to a decrease in infant mortality rates. This makes industrialisation the key factor to the modern idea of childhood and the status change of children.
To conclude, I believe that childhood is socially constructed, as there are reams and reams of laws that condemn us to do things, and also many things which make us stressed, and worried (such as school)- something that we should not be when we are ‘physically and mentally immature). Although I believe that children are well protected, and are extremely safe thanks to the law, the idea of education is too harsh, and causes an excessive amount of stress on children, who probably cannot even tie their shoe laces yet.
by
lemonloo100 (student)
