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55 Cards in this Set

  • Front
  • Back
Key themes
Childhood in crisis
The child as an active decision maker (agency and participation)
Discourse of childhood (romantic, puritan, tabula rasa, rights based)
Diversity of childhood
A cross disciplinary approach
Four approaches: historical, developmental, anthropological, and sociocultural
To study a subject area through the integration of different approaches and academic areas
Childhood is an applied social science
Historical- what is it, key ideas, evidence
Developmental- what is it, key ideas, evidence
Anthropological – what is it, key ideas, evidence
Socio-cultural- what is it, key ideas, evidence
European historical time divided into 4 periods
Classical- ancient Rome and Greece
Medieval- (AD 400-1500)
Early Modern- (AD 1500-1800)
Modern- (post-AD 1800)
St Augustine (AD354-430) one of the founder fathers of the church and one of Christianity’s most influential thinkers
suggested that even fetuses and newborns inherit humanities original sin of disobedience to god (transmitted at conception)
Puritan discourse 16th and 17th century
John Wesley

Cotton Mather
children were born with original sin. Sin and ill-discipline had to be beaten out of them.
Susanna Wesley, mother of the founder of Methodism , John Wesley, was committed to child-rearing practices in which to ‘spare the rod’ was to ‘spoil the child’.
As Cotton Mather (1663–1728), a famous Puritan minister and prolific author, put it, ‘Better whipt, than Damned’ (quoted in Heywood, 2001, p. 100).
blank slate discourse (tabula rasa
John Locke (1632) empiricist and rationalist
Locke saw children as blank states, neither inherently good nor evil.
Shaped by their upbringing and education.
romantic discourse
Jean-Jacques Rousseau 1712-1778
Romantic ideas of childhood initiated by Rosseau saw children as good/pure until corrupted by adults.
Philippe Aries (1914-1984) historian
1st and most influential historian of childhood in the post war period.
1962 published 'centuries of childhood'
The 17th century saw the idea of childhood gaining ground with specific costume, games and toys
Aries saw this as the ‘sentimentalisation of childhood’ and the birth of ‘child centred family’
Lynda Pollock (1983) Historian
challenged Aries central idea that children were treated with indifference
Pollock claims that children were much loved even in infancy.
Lloyd deMause (1974) American psychoanalyst
deMause’s ‘history of childhood’ seen as nightmare challenged Aries view, is rejected by most historians.
'The history of childhood is the history of child abuse'
Jean La Fontaine (1998) anthropologist
Childhood’ is always a matter of social definition rather than physical maturity ‘(La Fontaine in Montogomery, 2013, p.183)
claims historically child ’an empty vessel to be filled’
(quoted in James & Prout 1990).
child-rearing said little about children themselves and much more about the adults caring for them.
Hugh Cunningham 1995 historian
childhood seen as a separate state requiring special status
children were ‘increasingly conceptualized as an asset of the state and childhood became a site of intervention of the state (Kehily, 2013, p.13)
The transition from valuing children for economic reasons to valuing children for emotional reasons
“process of civilization creates greater distance between children and adults”
Arnold Gesell (1925) psychologist
a pioneer in systematic study of child development.
In 1911 he founded ‘Yale Clinic of Child Development
he used an observational dome for the 'systematic study of child observation'
Sigmund Freud, and to his daughter, Anna Freud, studied children in residential care during the Second World War.
This line of research into children’s early emotional attachments can be traced back to the originator of psychoanalysis
Piaget (1896–1980) influential developmental theory; children as active learners
cognitive development passed through a sequence of stages. Everyone goes through the same stages in same order
0-2-sensori-motor
2-6 pre operational
6-12 Concrete operational
12+- formal operational
Vygotsky Russian psychologist
Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior. Contrasts Piaget
challenged the idea that development is a universal, natural process in search for the ‘eternal child’.
child psychologists should study the ‘historical child’, arguing that any particular child’s development – their social relationships, sense of self, ways of thinking, etc. – is embedded in the social and cultural contexts of their lives at a particular point in history.
Trevarthen (1998) Professor of Child Psychology and Psycho-biology
being part of culture is a need human beings are born with – culture, whatever its contents, is a natural function.
human babies are born with a capacity for ‘inter-subjectivity’ the foundation for many distinctively human qualities: social sensitivity, empathy, imaginative play, communication, conversation, teaching and learning
Judy Dunn (1988) developmental psychologist
Dunn uses observation as a key method for studying children observing daily life.
Her research emphasises children’s active engagement in making sense of their social world. They are active participants in the cultural practices that structure and shape their childhood.
Mary-Jane Kehily
Childhood in crisis
The idea that childhood is currently in crisis appears to be everywhere.
Kehily believes it is a media construct and is not a new phenomenon
Stanley Cohen (1973) sociologist
Theory of moral panic
media is instrumental and generated moral panic.
moral panic theory based on Mods and Rockers.
the media was instrumental in portraying young people as ‘folk devils’ and generating moral panic among its readers.
Geoffrey Pearson (1983)
suggests that every 20 year cycle there is moral panic about youth; it just re-emerges in a newly configured form visited by the next generation of youth.
Pearson studied history of moral panics from the mid 1800s to the 1980s. based upon textual analysis of historical documents and contemporary representations, in a study named ‘hooligan’
Frank Furedi (2001)
paranoid parents
Parenting in contemporary times, is imbued with feelings of fear and paranoia.
Martin Barker (1989) The idea of childhood in crisis can be understood as a moral panic.
Moral panic themes are repeated every time a new cultural form comes along,
Barker and Pearson blame collectively constructed and media-generated moral panics based on fear of change and invocations of the past.
‘video nasties’ – that is, violent videos/DVDs – (implicated in the murder of James Bulger),
'teenage magazines' (blamed for exposing girls to over-sexualised content)
social networking sites (drawn upon to present worries about internet bullying/grooming and happy slapping in the digital age).
Christina Hardyment (2007)
Buy a better baby
suggests that changes in the way a parent cares for their child is informed by the market and consumer practice; child focussed/ child centred
Sue Palmer (2006)
toxic childhood (highly contesteed
the effects of contemporary childhood on child development and learning,
consumerism/lack of free play/ stress of examination
'battery reared rather than free range children'
Bauman (1988) sociologist
Beck, Giddens and Bauman suggest
late modernity is marked by the emergence of a new relationship between the individual and the social.
Bauman’s analysis of consumerism as a “form of control that seduces individuals with offers of a ‘fantasy community’ of freedom and security”
Giddens (1991) sociologist
Giddens argues that self-identity becomes a reflexive project. The ‘individualisation thesis’ characterising late modernity places the onus upon individuals to take responsibility for producing and maintaining their own biographies
Beck (1992) sociologist
minority world has reshaped
Beck suggests that minority-world societies have been reshaped by a process of individualisation marked by three distinctive features: dis-embedding; loss of traditional security; and re-embedding.
anthropology
'child-centered and child-focused' study using children as primary informants
anthropologist’s attempt to explain and interpret facts of social and cultural life
sociology, cultural studies geography and anthropology contributed to what has become known as the ‘new social studies of childhood’. This way of analysing children’s lives is often described as ‘child-centred’ or ‘child-focused’ and in anthropology demands the use of children as primary informants, focusing on their agency and experiences of childhood. There
Clifford Geertz 1973 American anthropologist (Montgomery, 2013, p.169)

Thick and thin description
thin description being the bare minimum needed, thick would supply the entire context
remind anthropologists to look at the entire picture.
Participant observation studying people in their natural environment. Data was collected from observation and also from informants

Bronisław Malinowski, (1914) studied Trobriand Islanders for four years, learning their language, joining in with their religious and social rituals.
Malinowski placed equal weight on observation and participation; the anthropologist had to be part of the community, for a true holistic picture of the lives.
Many have criticised it as over-romantic, as well as practically impossible. (Montgomery, 2013, p.167)
Charlotte Hardman (1973) ethnography
child focussed/centred study
One of the first people to use children as informants
questioned whether there could be a meaningful anthropology of childhood and found there could
she claimed children’s lives were as worthy of study as any other section of society
a focus on children could reveal aspects of social life not found in most conventional ethnographies.
Blanchet (1996) anthropologist
Developmental approach
expectations of children are linked to their life circumstances as much as with their age and may be ‘culture’ specific.
martin woodhead chapter 3
developmental research
Development is neither a precise concept, nor a neutral one’ (Woodhead, 2013, p109)
(and indeed all scientific research) is a product of time and place, reflecting, to a greater or lesser extent, the concerns of the period.
Charles Darwin (1877)
First to offer evidence based account of early development
observed his own children's development and behaviour (son William; doddy) remaining impersonal looking at comparable points of developement
Bowlby (1967)
'Attachment theory' of development
Children needing a main caregiver for emotional support is a biological need
The Geneva Declaration of the Rights of the Child (1924) and the UN Declaration of the Rights of the Child (1959)
were both framed in terms of promoting children’s ‘normal development’.
The UN Convention on the Rights of the Child (UNCRC) (1989)
draws heavily on child development concepts, especially Article 6.2.
article 6.2 States Parties shall ensure to the maximum extent possible the survival and development of the child. (UNCRC, Article 6)
UNRCC 1989 is based on a idealised, minority-world childhoods not majority-world, children are much more economically and socially active (Montgomery 2013 p.191)
majority-world have very different understandings of adult-child relationships
ECM- Every Child Matters (2004) green paper
Joined up services led onto The Children’s Act (2004) 5 aims; be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being.
2007 good childhood Inquiry
The Children’s Society, a UK-based charity; critically comment on the place of play and the role of consumption in children’s lives
quantitative data

‘Numerical data is result of a production process’ Martin Hammersley
Numerical data
Archive data
Textual data
Survey/questionnaires
qualitative data
informal estimates are shaped and sometimes distorted by our background, expectations and feelings about what we are observing’ Martin Hammersley
Documents
Field notes-observation/written notes
Audio /visual material recorded/transcripts of interviews
Childhood- ‘a social construction brought into being by the discourses that name and shape it’ (Kehily, 2012)
childhood is constructed actually of childhood
Culture definition
literary critics Terry Eagleton definition (2000)
social anthropology, the study of culture relationships between human beings Montgomery, (2013), p.163
loosely summarized as the complex of values, customs, beliefs and practices which constitute the way of life of a specific group (Eagleton in Montgomery, 2013)
sociocultural research
'making the familiar strange' Mills (1959)
challenges us to see how our thoughts and experiences are shaped by the world around us
Plummer (1995) 'self-work'
we understand ourselves through accounts and narratives, a story of who we are
socialisation is the process children take to become members of society
gender identity is a product of socialisation
new social studies of childhood
childhood is a social construction
it is not one sided and varies
childhood and children are worthy of study in their own right
Prout and James (1997)
it is not natural or universal but is a structural and cultural component of societies
reveals a variety of childhoods not universal phenomenon
children are active in the construction of their own lives
Jean-Marc Itard (1799)
Wild boy of Aveyon
Reversing the effects of social deprivation
Boy age 12 living wild, Itard attempted to reverse his social deprivation.
Early attempt to exhibit childhood using scientific study
Chisholm (1996)
Study of Navajo people in north America
Development through 8 stages going into adulthood
Navajo view maturity through acts/tasks and responsibility not age
Valerie Walkerdine (1984)
'children as a category were being singled out for scientific study for the first time'
enthusiasm for studying children during the early years of the twentieth century:
Children’s bodies were weighed and measured. The effects of fatigue were studied, as were children’s interests, imaginings, religious ideas, fetishes, attitudes to weather, to adults, drawings, dolls, lies, ideas and, most importantly for us, their stages of growth.
Hendrick (1997)
knowledge of social issues led to better provision for children
In the UK, new knowledge seemed particularly relevant to social issues resulting in increased attention to children as a group, and the growth in provision of health, education and welfare services for all children
Education acts (1870 and 1880)
Defining 'normal' stages of development
Mass education laid the framework for a compulsory system to gage children's development on a mass scale
Newson and Newson (1974) draw attention to the growing interest in children’s mental health, and social and emotional adjustment.
earlier generations were concerned with physical survival and moral growth,