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W3 - Influences on Views of Childhood, W1-3 Review, W2 - Childhood…

- - - - 13 yrs and older choose to work
      - We have an age limit for marriage
    - - Young girls unconsentually forced into mother role - in India
- - - - Challenging ideas on agency and power - view of children as capable, active visible, powerful and valued in the present
      - Social actors - part of the social world, beings rather than becomings, shaping and being shape
      - Agency - actions taken forward, making a difference
      - Power - ability to effect change or exert control over things or people - must be seen as socially competent and powerful in agency
- - - - Experience as a person in family, education system, country
      - Experience as a person with personal characteristics
      - Expeirence of cultural and or religious values/beliefs
    - - societal values and idealogies that shape the view of this perio
      - influenced by the distinction between two distnct periods in a humans life
    - - medieval child = no distinction between adult and child
      - industrial age = children working
        
        Hobbes - children innately evil
        
        Locke - child seen as blank slate
      - Romantic period
        
        Age of innocence
        
        Rousseau - natural child, inherently good
- - - - Key themes arorund rationality, universality and naturalness
      - Developmental theories
      - socialisation theory
    - - childhood seen in binary terms (child-adult opposite sides of spectrum)
      - Childrens lack of onotlogy
      - Emphasis on the child as singular rather than children as collective
      - influential role of state control in child's pathway to growing up
    - - children existing on the social periphery as transitional object or person in waiting (on way to adulthood)
      - not considered an entity in their own right
      - childhood is universal
    - - Challenges
        
        Bias of biology - centrality or that age determines dev
        
        overdetermined child
        
        cultural bias (wetsern view overgeneralised and does not apply to all childhoods)
        
        view that children are 'becomming' rather thaan existing in the here and now
- - - - characteristic of adulthood
      - is developed during childhood to become a rational person
      - simply a time of biology developing or becomming someone of full human status
    - - children both govern and is governed by universality
    - - the singularity of "the child" is constructed around the idea of natrualness and universality
- - - - showed diff in childhood according to diff cultural contextss
      - she identified different experiencees according to environmental factors
      - Showed Piaget's was NOT universal
- - - - primary means of socialisation for children
    - - powerful force offering formal structure of rules and regulation
    - - works alongside other agencies in structuring pathway between childhood and adulthood
  - - - it does provide the POSSIBILITY of seeing children as members of the social world though
- - - - childhood vs adulthood - 2 completely different phases split up
      - positioned closer to nature and more simple
      - less civilised, less cultured etc
    - - whether an entity exists and is real (eg materials of shoe vs a shoe)
      - child is not an entity -> simply a becomming
      - not real in their own right, not valued or complete
    - - Proto-individual
      - issues growing up are connected to the internal psych processes and environmetnal effects on individual child
      - individuality and uniqueness is dismissed
      - child as representing children in this was reduces their significance as agents with indivd contributions to make
      - impact of this 'best interest of child' all for one isnt effective
    - - control of social environment - education, health etc
      - state enforces parental statutory framework to take care of child
  - - - challenging the centrality of biology
      - moves away from idea that childrens lives are determined by chronological age and dev stages
      - locating children in social worldr
      - recognivsing social experience
    - - challenging belief that biolgoy is determining factor
      - challenge children viewed as passive recipients of socialisation that need to be under adult control
    - - challenge western/anglo centric view
      - chall. emphasis on universal concept of childhood is usually generalised
      - childhood is shaped by cultural social and polticial factors
    - - recognises neglect of problems that affect children AS children
      - chall. focus on children as next generation and seeing them as people not becommings
    - - children demonstrate social competency
      - chall. dom framework to thinking outside of ages/stages
      - judge child competence based on other factors than just simply biology
- - - - no distinction between child and adult
      - lack of awareness of the nature of childhood as a collective construct
      - a time that saw children abandonded, infant mortality, communal activites, no schooling
    - - child as evil
      - born bad
      - adults role was to constrain bad traits with discpline
      - child has no rights, no power
      - adult had all authority
    - - instilling habits of obediance
      - religion great influence on view of child - save children from their natural wickedness
      - children required to work and contribute to family
    - - 'tabula rasa' child as blank slate
      - Humans born without mental capactiy
      - molding young from eary age - strict displcine, reasonable
      - nature vs nurture
    - - child as pure, naturally good and innoccent
      - celebrated as seperate time
      - child shoudl be protected
    - - children inherently good
      - evils of society corrupt them
      - different from adults, innocent, vulenrable, entitled to freedome
      - individual needs
- - - - stage of development unique to humans
      - prep for adulthood
    - - not bio neccessity rather social construction
- - - - assimilation of immigrants
    - - prep for adult work life