How childhood is socially constructed Essay

When request ourselves the question what is puerility? and reading rough the subject, it net be seen that there is no exact rendering which can pinpoint an exact answer, this is because childhood is seen as soci entirelyy constructed (McDowell, 2010). Continual varying ideas about children which has conduct to claims that childhood is a kind construction highlights that childhoods atomic number 18 not the same everywhere and that while all societies acknowledge that children are different from adults, how they are different and what expectations are placed on them, change consequently to the club in which they live (Greene et al, 2005).This highlights that it is not possible for childhood to be a biological democracy but is culturally specific and varies across quantify and location including taking into account economic factors (McDowell, 2010). This can be seen here in the contrast of how children are portrayed and look in western ball club compared to non-western. Chi ldren in Africa (non-western) Let the children play (Western)This view of social construction is supported in Bronfenbrenners sociocultural model of development which highlights how different environmental systems impact human development. The interrelated systems help us live 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 pure and innocent and entitled to nurturing (Newman, 2004). A loving family This picture highlights how the western place 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 come to be manifested in social policies.An example of this is age restraints. lawful classification of childhood is the main way in which society attempts to regulate and define childhood (McDowell, 2010). climb on restraints for events in life such as marriage, the right to vote or drink, the school leaving age, ages in which you are criminally responsible and the age of sexual consent have developed over time but various legal constraints give children or young people different levels of responsibilities or how they should book 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 detail its social policies, tends to focus on what children will get under ones skin, rather than childrens bei ng. The focus is on what they will become in the future rather than the here? and? now of childhood (Morrow, 2011). In numerous developing foundation countries however, childrens roles are very different. There is more 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 fit 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.