Student Number: C7061732
1a) What can childhood studies bring to our understanding to children's lives?
Childhood studies has a major impact of the lives of children, studies shown from the sixteenth century to date allow us to understand the changes that have been put into place to support and guide the lives of children today. Historical evidence from the sixteenth century provides us with ideas about the nature of children and how they were seen as sinners even whilst in the womb. This was known as the 'Puritan' view, historian childhood studies showed this to be in the form of whipping, canning and other forms of punishment. Further to this view came the 'Romantic' view, that showed children to be seen as innocence and goodness when seperated from the adult world. The 18th century Jean-Jacques Rausseau (1712-1778) published a treatise 'Emile, or on education' (1762) 'where he argued that children should be allowed to develop at their own rate in natural surroundings shielded from civilisation and the adult authority that corrupted then an turned good into bad' - (An introduction to childhood studies and child psychology chapter 1 -p11). The legal definition of a child is anyone under the age of 18 and the difference between an adult and children is differentiated by children being smaller, biologically and psychologically more immature.
Childhood social construction recognise that ideas of children change over time and place and also look at the consequences of those ideas and the impact they have on children. Cultural factor being one of those, the upbringing of a child born in the UK compared to a child born in India, also how gender being an obvious key point in the experiences and expectations of childhood.
Since recent years a lot has developed to support children, the UNCRC (United Nations Conventions on the Rights of Children) (1989) who have made 54 legally binding