The Nature of Childhood (AQA A Level Sociology): Revision Note

The social construction of childhood

• Childhood is not a fixed or universal biological stage; it is socially constructed, meaning it varies across cultures, time periods, and social contexts

• Sociologists argue that ideas about childhood are shaped by society, rather than purely determined by age or biology

• Stephen Wagg (1992) argues that childhood is not universal—in some cultures, it does not exist as a separate stage, and children are treated similarly to adults from a young age

The western view of childhood

• In modern Western societies, childhood is typically seen as:

  • A distinct and separate stage from adulthood (Pilcher, 1995)

  • A “golden age” of happiness, innocence, vulnerability, and protection

  • A time where children need:

    • emotional and physical support

    • guidance and control from adults

    • special products and services tailored to their needs (e.g., toys, books, healthcare)

• Children in Western cultures are also viewed as:

  • economically dependent on adults

  • largely excluded from paid employment

  • protected by legal and social institutions, including compulsory education and welfare systems

Cross-cultural differences

• Sociologists studying childhood in other societies have found significant differences compared to the Western view

• Responsibility at an early age

  • Samantha Punch (2001): In rural Bolivia, children as young as five are expected to contribute to work within the home and community

  • Lowell Holmes (1974): In a Samoan village, age is not seen as a barrier to participation in tasks

    • Children were rarely excluded from work because they were considered “too young”

• Obedience to adults

  • Firth (1970): Among the Tikopia people of the western Pacific, obedience is earned, not automatically granted based on age

    • Children are not expected to obey adults unquestioningly

• Cultural attitudes toward childhood

  • In contrast to the Western model, children in some non-industrial societies are:

    • Given greater independence and autonomy

    • Not shielded from adult life or responsibilities

    • Not regarded as innocent or in need of constant protection

Changes in the status of children

• Philippe Ariès analysed medieval artwork to argue that the concept of childhood as we understand it did not exist in the 10th to 13th centuries

• Children were seen as mini adults:

  • Once physically independent, they were treated like adults

  • Wore similar clothing and performed similar roles and tasks

• There were no legal or social distinctions between children and adults

  • Children could be subjected to the same punishments as adults.

  • They were viewed as economic assets, expected to work to help their families survive

• Parental attitudes were also very different:

  • Due to high child mortality rates, parents often showed emotional detachment or neglect

  • Shorter (1975) notes that it was common for parents to:

    • Name a child after a recently deceased sibling

    • Forget the number of children they had due to large family sizes

From economic assets to a child-centred society

• By the 17th century, childhood began to emerge as a distinct and protected phase of life:

  • Schools increasingly focused on educating the young

  • Children’s clothing became different from adult attire

  • Children were viewed as emotionally fragile and in need of care and supervision

• In the 20th century, childhood became increasingly child-centred:

  • Families and society began to prioritise children's wellbeing, education, and protection

  • Children are now seen as:

    • Valued and cared for

    • Healthier and more likely to survive

    • More emotionally bonded with their parents

    • Entitled to specific rights and protections

Why the position of children has changed

• Several developments during the 19th and 20th centuries explain the modern view of childhood

Legal protections

• Child labour laws restricted children from working and redefined them as economically dependent

• Compulsory education, especially for working-class children, extended childhood as a period of dependency

• School leaving age was raised over time, increasing children's reliance on parental support

Child welfare and rights

• Social policies like:

  • The Prevention of Cruelty to Children Act (1889)

  • The Children Act (1989) – placed children’s welfare at the centre of service provision

  • Children's Act (2004) – ensured those working with children adhered to the 'Every Child Matters' initiative

• Children’s rights became more recognised:

  • UN Convention on the Rights of the Child (1989) guaranteed rights to

    • education

    • healthcare

    • protection from abuse

Family and social changes

• Falling birth rates and lower infant mortality mean parents now invest more emotionally and financially in each child

• Laws specific to children (e.g., age of consent, minimum age for smoking/gambling) reinforce the view that children require special treatment and protection

The impact of industrialisation

• The shift from agriculture to industrial production reshaped childhood:

  • The economy required a more educated workforce, prompting compulsory schooling

  • Rising living standards reduced infant mortality, making childhood more secure and prolonged

Globalisation of Western childhood

• Some sociologists argue that Western notions of childhood are spreading globally through:

  • international campaigns (e.g., anti-child labour).

  • charity-led education and rights initiatives

• However, this trend has been criticised as a form of cultural imperialism:

  • It may impose Western definitions of childhood on non-Western societies where children are viewed and treated differently