This essay will consider the viewpoints of childhood studies and child psychology, and evaluate the contributions that both disciplines can make to policy and practice. In the context of children, policy refers to a set of guidelines about aspects of children’s lives, whilst practice is dictated by policy and in turn, influences children’s lives directly. Although it does consider the influence of external factors, child psychology is a field of studying children that is primarily focused on the child internally. Its aim is to understand and explain children’s physical, cognitive, social, and emotional development, and also, to investigate and suggest why children may experience delays in their development (Gjersoe, 2014). Childhood studies
…show more content…
Childhood studies maintains the view that children have agency, which acknowledges that children have the ability to act independently and make choices about their lives (Montgomery, 2014). Similarly, a key component of childhood studies is the idea that children have rights, such as the right to be protected from harsh environments or the right to actively participate in decisions made about them. However, whilst childhood studies maintains the idea that children have agency and rights, children do not always have the freedom to utilise them. The United Nations Convention on the Rights of the Child (UNCRC, 1989, cited in Montgomery, 2014) incorporates this view by implementing universal standards, which set out children’s rights. The Convention tries to encompass all aspects of children’s lives, with the primary aim being to enhance children’s development and welfare. The three primary principles of the Convention include the right to protection, the right to provision and the right to participation. Protection involves the child’s right to be shielded from abuse, neglect and exploitation, whilst provision includes the child’s right to their emotional and physical needs being met, together with the right to education and housing. Participation refers to the child’s right to be actively involved in decisions made about themselves. The Convention has been …show more content…
Childhood studies maintains the idea that cross-culturally, perceptions about childhood differ and environmental factors can impact children’s lives, which, in turn, can affect their access to education. Many studies have been conducted, which demonstrate the impact of social and cultural factors on children’s lives and as a result, these highlight inequalities in access to education across the world. For instance, although in the UK all children have the right to free and compulsory education, in some parts of the world environmental factors, such as, poverty, and differences in perceptions cross-culturally about the nature of childhood, can impact on children’s access to and completion of primary education (Cooper, 2014). The international Young Lives study, which investigated the experiences of 12,000 children, living in Ethiopia, India, Peru and Vietnam, demonstrates how gender bias can impact children’s access to education and this is illustrated through the account of Harika. Whilst Harika has been able to access education, through perseverance, the general belief of her community is that rather than completing education, a girl’s purpose is to marry young and to support their family within the home and financially (Galab et al., 2011, cited in Cooper, 2014). The United Nations
Childhood studies maintains the view that children have agency, which acknowledges that children have the ability to act independently and make choices about their lives (Montgomery, 2014). Similarly, a key component of childhood studies is the idea that children have rights, such as the right to be protected from harsh environments or the right to actively participate in decisions made about them. However, whilst childhood studies maintains the idea that children have agency and rights, children do not always have the freedom to utilise them. The United Nations Convention on the Rights of the Child (UNCRC, 1989, cited in Montgomery, 2014) incorporates this view by implementing universal standards, which set out children’s rights. The Convention tries to encompass all aspects of children’s lives, with the primary aim being to enhance children’s development and welfare. The three primary principles of the Convention include the right to protection, the right to provision and the right to participation. Protection involves the child’s right to be shielded from abuse, neglect and exploitation, whilst provision includes the child’s right to their emotional and physical needs being met, together with the right to education and housing. Participation refers to the child’s right to be actively involved in decisions made about themselves. The Convention has been …show more content…
Childhood studies maintains the idea that cross-culturally, perceptions about childhood differ and environmental factors can impact children’s lives, which, in turn, can affect their access to education. Many studies have been conducted, which demonstrate the impact of social and cultural factors on children’s lives and as a result, these highlight inequalities in access to education across the world. For instance, although in the UK all children have the right to free and compulsory education, in some parts of the world environmental factors, such as, poverty, and differences in perceptions cross-culturally about the nature of childhood, can impact on children’s access to and completion of primary education (Cooper, 2014). The international Young Lives study, which investigated the experiences of 12,000 children, living in Ethiopia, India, Peru and Vietnam, demonstrates how gender bias can impact children’s access to education and this is illustrated through the account of Harika. Whilst Harika has been able to access education, through perseverance, the general belief of her community is that rather than completing education, a girl’s purpose is to marry young and to support their family within the home and financially (Galab et al., 2011, cited in Cooper, 2014). The United Nations