How childhood is socially constructed Essay

When intercommunicate ourselves the question what is squirtishness? and reading virtually the subject, it can be seen that thither is no exact definition which can pinpoint an exact answer, this is because puerility is seen as fondly constructed (McDowell, 2010). Continual varying ideas about children which has led to claims that childhood is a social construction highlights that childhoods are non the same everywhere and that while all societies acknowledge that children are divers(prenominal) from adults, how they are contrary and what expectations are placed on them, change accordingly to the federation in which they live (Greene et al, 2005).This highlights that it is not possible for childhood to be a biological state but is culturally specific and varies across time and view including winning into account economic factors (McDowell, 2010). This can be seen here in the contrast of how children are portrayed and look in westward fellowship compared to non-western. Children in Africa (non-western) Let the children play (Western)This view of social construction is support in Bronfenbrenners sociocultural model of development which highlights how dissentent environmental systems impact human development. The interrelated systems help us recognise the different contexts which impact on childhood (McDowell. 2010) Aries (1962) claimed that in medieval society the idea of childhood did not exist as the child did not occupy a social status (Green et al, 2005). This is argued by Archard (1993) as cited in Green et al (2005) who had the belief that they just had different ideas about it.This contrasts with the western society view of today which places children at centre stage taking on the romantic discourse that children are and have always been slight and innocent and entitled to nurturing (Newman, 2004). A loving family This picture highlights how the western linear perspective sees childhood, placing the child as central importance. Ideas about children and childhood also differ between different sectors in society, professional bodies and g everywherenment departments which have deal to be manifested in social policies.An example of this is age restraints. Legal compartmentalisation of childhood is the main way in which society attempts to regulate and jell childhood (McDowell, 2010). Age restraints for events in life such as marriage, the powerful to vote or drink, the school leaving age, ages in which you are reprehensively responsible and the age of sexual consent have developed all over time but various legal constraints give children or youngish people different levels of responsibilities or how they should control their own actions which vary globally (Greene et al, 2005).Cunningham (2006) believes that a child can cease to be one over time which relates to age limits and laws but we are always a child to our parents. Western society, in particular its social policies, tends to focus on what children ordain b ecome, rather than childrens being. The focus is on what they will become in the future rather than the here? and? now of childhood (Morrow, 2011). In galore(postnominal) developing world countries however, childrens roles are very different. There is to a greater extent crucial importance of childrens labour to many household economies (Morrow,2011).In some countries, child labour is prevalent and, for many children, education has to upheaval around work commitments. This contrasts with the developed West, where childrens work has to fit around their education commitments. The priorities for children are different, and thus their childhoods are different. (Morrow, 2011). Overall it can be seen that there is no agreed definition of childhood without reference to the social perceptions within which it is experienced.