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

6

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

8

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]

13

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]

20

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]

21