Childhood Concepts 1
CHILDHOOD CONCEPTS
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Childhood is one of the stages of human development. For several years, childhood
has been viewed from very few perspectives that would limit the possibility of a universal
and common understanding of childhood. For example, most of the common definitions
defined childhood based on qualities such as physical and emotional immaturity and
vulnerability as compared to adults (Herring, 2018, p30). Meanwhile, other definitions
depended on the chronological age, typically regarding everyone under the age of maturity as
a child. This alone had a discrepancy since different countries had different ages of majority,
with some placing it at eighteen while others placed it at sixteen. In most developed
countries, the recorded birth date of individuals dictates their personal and legal activities,
determining their employability and other activities (Merriman, 2019, p25). Still, in other
, Childhood Concepts 2
societies, childhood is not based on the individuals’ chronological ages. Instead, societies
look at such factors as the start of menstruation, heights, facial hair or any other physical
markers to determine whether one is already an adult or still a child (Rao et al., 2017, p19).
For instance, a girl growing breasts was considered a shift from childhood to adulthood
among several African societies until recently. All these differences indicate non-congruence
to a common universal understanding of childhood.
One of the scholars that contributed most significantly to the modern understanding of
childhood is Phillipe Ariès, in his book L’Enfant et la Vie Familiale sous l’Ancien Régime.
In the book, Ariès stated that “in medieval society, the idea of childhood did not exist” a
statement for which he came to be known. Although he received a lot of criticism over this
statement, history vindicated him, since several decades later, discussions on childhood still
continued to be in disarray.
Until the end of the 19th century and beginning of the 20th century, most academic
discourses presented childhood as phase in human development that would be understood
only from individuals’ biological and psychological aspects (Morss, 2020, p38). These
studies were mostly carried out in the United States and Europe, which explains why the
children and youths’ experiences in these places have become the yardstick for measuring
childhood throughout the world (Morss, 2020, p67). The kind of understanding of childhood
developed around these places was shaped by the prevailing conditions that resulted from
Europe and the United States’ industrialization process. The understanding made childhood
look like a period when one is innocent, vulnerable and developing, and during which one
needs to be protected and taken care of by the adults (Ariès, 1962).
Moreover, based on the understanding promoted by the European scholars, anyone
considered a child based on the set standards was required to receive formal education in
CHILDHOOD CONCEPTS
By name
Course
Tutor
Institution
City
Date
Childhood is one of the stages of human development. For several years, childhood
has been viewed from very few perspectives that would limit the possibility of a universal
and common understanding of childhood. For example, most of the common definitions
defined childhood based on qualities such as physical and emotional immaturity and
vulnerability as compared to adults (Herring, 2018, p30). Meanwhile, other definitions
depended on the chronological age, typically regarding everyone under the age of maturity as
a child. This alone had a discrepancy since different countries had different ages of majority,
with some placing it at eighteen while others placed it at sixteen. In most developed
countries, the recorded birth date of individuals dictates their personal and legal activities,
determining their employability and other activities (Merriman, 2019, p25). Still, in other
, Childhood Concepts 2
societies, childhood is not based on the individuals’ chronological ages. Instead, societies
look at such factors as the start of menstruation, heights, facial hair or any other physical
markers to determine whether one is already an adult or still a child (Rao et al., 2017, p19).
For instance, a girl growing breasts was considered a shift from childhood to adulthood
among several African societies until recently. All these differences indicate non-congruence
to a common universal understanding of childhood.
One of the scholars that contributed most significantly to the modern understanding of
childhood is Phillipe Ariès, in his book L’Enfant et la Vie Familiale sous l’Ancien Régime.
In the book, Ariès stated that “in medieval society, the idea of childhood did not exist” a
statement for which he came to be known. Although he received a lot of criticism over this
statement, history vindicated him, since several decades later, discussions on childhood still
continued to be in disarray.
Until the end of the 19th century and beginning of the 20th century, most academic
discourses presented childhood as phase in human development that would be understood
only from individuals’ biological and psychological aspects (Morss, 2020, p38). These
studies were mostly carried out in the United States and Europe, which explains why the
children and youths’ experiences in these places have become the yardstick for measuring
childhood throughout the world (Morss, 2020, p67). The kind of understanding of childhood
developed around these places was shaped by the prevailing conditions that resulted from
Europe and the United States’ industrialization process. The understanding made childhood
look like a period when one is innocent, vulnerable and developing, and during which one
needs to be protected and taken care of by the adults (Ariès, 1962).
Moreover, based on the understanding promoted by the European scholars, anyone
considered a child based on the set standards was required to receive formal education in
