Childhood and demographics

A Social Construct

• Sociologists see childhood as socially constructed, meaning it is something created and defined by society.

  • for some it is about chronological age.

  • for some it is about biology and physically “growing up”

  • still being able to be protected by specific laws

  • for some it is about freedom from responsibility

• Tend to think of childhood as clear and separate period of life different from the world of adults.

• In childhood, children receive a long period of support and socialisation by adults before themselves.

Stephen Wagg

• as childhood is socially constructed, this is not on single universal experience.

• all humans go through the same physical process of ageing but what it means to be a child also depends on factors such as social class, ethnicity and gender.

1. different status, responsibilites, and treatment of kids in different cultures.

• In many other societies, children take on adult roles as soon as they are physically able, such as manual. 1/7 children involed in work.

• In particular, girls are vulnerable to sexual exploitation as they are more likely to be abused, raped or trafficked. 1/10 girls experience sexual violence.

• In the case of child soldiers, kids are given weapons used to brutalise and kill other kids as part of adult conflicts . 2008- in 21 countries.

• the way the nature of childhood has changed through history and today.

2. the difference is expectations between children in the same society.

   However, many societies aim to protect young people from these atrocities through special laws that protect children.

   Important to recognise that the conception and experiences of childhood are not the same for everyone even in the same society.

   • social class: (2012)- 27% of children in poverty. richer parents can afford to pay for activities to enhance their personal and social development e.g. dance, music lessons. poorer children are more likely to do activities with less beneficial effects e.g. watch TV

   • gender: girls will have a different and more restricted childhood than boys (bedroom culture) especially asian girls

3. the way the nature of childhood has changed through history and today.

Philippe Aries- in medieval times, childhood did not exist as separate status. children often moved from infancy to working in the community as ‘little adults’. e.g. most kids worked from age 7, no toys, games, clothing, schools

500-1500: Medieval child

• began work at 12-14

• 25% of babies died in the first year

• education focused on training kids for positions in church

• children seen as innocent

1501-1700: early modern child

• children were “not quite human”

• no school, but learnt morals at church

• seen as sublime and celestal

• left to their own devices

1701-1800: 18th century child

• toys stores with rational amusements

• problems of abuse and child labour

• middle class most invested in education

• systems rewards and shame best way to learn.

1801-1836: romantic child

• on average, 1 in 4 children died within a decade of birth

• there was an emphais on indoctrination, educating child as if ‘adults-in-training’

• others tried to protect children and keep them uncorrupted from the adult world.

• Children became an important part of the bookseller market:

  • boys: conquer and gain from the outside world

  • girls: encouraged to do domestic duties and be passive and modest

• emphasis on virtues like generosity

1837-1901: victorian child

• laws protecting children in work, school and home

• 90% of 7-8 year olds in school

• children should be treated better

• declining birth rate due to more contraception

March of Progress

medicalisation of childhood- low infant mortality rates, NHS care

Education- compulsory until 18, increased funding

Work- laws against child labour, minimum wage for 16-17 year olds

Time- parents spend more time with children, concept of parenting exists

Money- children now have more money to spend than ever before

• Functionalists argue that the family is constantly improving as socieities develop as families are now more “child-centred” so children have a better experience.

• status of children improved substantially e.g. better diets, medical care, rigths and facilities

• does not mean children are equal to adults: still told by parents what to do, when and where to be

• while many laws are designed to protect children, many people view them as form of control which limits independence and forces dependence on adutls

Unhappy children, Womick- British children “unhappiest in western world”

• do not feel loved and cared for by their parents

• 3.7 million in poverty

• 33% live away from biological fathers

• poor physical+ mental health

• exposure to risks of drugs, alcohol and unsafe sex

• 43,000 have childcare protection plan

Rees: 9% aged 14-18 run away from home overnight at least once

Children who are unhappy rebel in many ways:

• 3000 crimes per year comitted by those under 10

• 75,000 school children enter youth CJS

• Older people typically complain about youth anti social behaviour

• many parents are being blamed for not socilalising and supervising their children properly.