The childhood history has been an interesting topic in social history since the highly influential book of the Centuries of Childhood, published by the French historian Philippe AriÃÆ'¨s in the year 1960. He argues "childhood" as a concept created by modern society. AriÃÆ'¨s studied paintings, tombstones, furniture, and school records. He discovered before the 17th century, the children were represented as mini adults.
Other scholars have emphasized how modern and early medieval parenting is indifferent, neglectful, or brutal. Emphasizing the context of high pre-industrial poverty and infant mortality (with one-third or more babies dying), child-rearing practices that actually represent the right behavior in the situation. He points to extensive parental care during illness, and sadness at the moment of death, sacrifice by parents to maximize child welfare, and a widespread childhood cult in religious practice. Within a few years, a large part of contemporary childhood 'history' will be the role of children as participants in online networking arrangements and mediated as a response to the ever-changing social world as social media and online settings provide a way to reclaim some of the agencies and social forces that they generally use for adults.
Video History of childhood
Pre-industrial and medieval
Historians consider traditional families in the pre-industrial era to involve large families, with grandparents, parents, children, and perhaps some other relatives all living together and being ruled by an old ancestor. There are these examples in the Balkans - and in the aristocratic family. However, the typical pattern in Western Europe is the simpler core family of their husbands, wives and children (and perhaps a servant, who may be a brother). Children are often temporarily discharged as servants for families in need of help.
In medieval Europe there are different life stage models, which are limited when childhood begins and ends. New baby is an important event. The nobles soon began to think of marriage arrangements that would benefit the family. Birthdays are not big events because children celebrate their saints' day after they are named. Church law and general law consider children the same as adults for several purposes and differ for other purposes.
Education in the sense of training was the family's exclusive function for most children until the 19th century. In the Middle Ages, the great cathedral operated educational programs for a small number of male adolescents designed to produce priests. Universities begin to appear to train doctors, lawyers, and government officials, and (mostly) priests. The first university appeared around the year 1100: University of Bologna in 1088, University of Paris in 1150, and Oxford in 1167. The students entered as young as 13 years and lived for 6 to 12 years.
Maps History of childhood
Initial modern period
In England in the Elizabethan era, the transmission of social norms was a matter of family and children were taught the basic etiquette of manners and respect for others. Some boys attend grammar schools, usually taught by local priests.
During the 1600s, a shift in philosophical and social attitudes toward children and the idea of ​​'childhood' began in Europe. Adults are increasingly seeing children as separate, innocent and needing protection and training by adults around them.
The English philosopher John Locke was very influential in defining this new attitude toward children, especially with regard to his theory of tabula rasa, published in his 1690 An Essay on Human Understanding. In Locke's philosophy, tabula rasa is the theory that the mind (human) is born as a "blank sheet" without rules for processing data, and that data is added and rules for processing are only shaped by a person's sensory experience. A corollary of this doctrine is that the mind of the child is born empty, and that it is the duty of the parents to inculcate the child with the correct understanding. Locke himself stressed the importance of providing children with "easy books" to develop their minds rather than using force to compel them: "children can be squeezed into the knowledge of letters, taught to read, without perceiving them to be anything except sports, and play yourself into what others have whipped. "
During the early period of capitalism, the emergence of a large commercial middle class, especially in Protestant countries in the Netherlands and Britain, brought a new family ideology centered around the upbringing of children. Puritanism emphasizes the importance of individual salvation and concern for the spiritual well-being of children. Being widely acknowledged that children have rights in their own names. This includes the rights of poor children for sustenance, membership in the community, education, and job training. Bad Assistance Act in Elizabeth England places the responsibility on every Parish to care for all the poor children in the area.
The era of enlightenment
The modern notion of childhood with its own autonomy and goals began to emerge during the period of Enlightenment and Romance that followed. Jean Jacques Rousseau formulated a romantic attitude toward the children in his famous novel Emile: or, On Education . Based on the ideas of John Locke and other seventeenth-century thinkers, Rousseau describes childhood as a brief period of protection before people face the dangers and difficulties of adulthood. "Why rob the innocent people of joy that goes by so fast," Rousseau pleaded. "Why fill with the bitterness of the early days of childhood, the days that will not come back to them except for you?"
This new attitude can be seen from the dramatic increase in artistic depictions of children at the time. Instead of portraying children as small versions of adults who are usually involved in 'adult' tasks, they are increasingly displayed as physically and emotionally different and are often used as allegories for innocence. Children are viewed and recognized as powerless and inferior to the surrounding adult world because the myths of childhood innocence are accepted and acknowledged by society.
The vast depiction of Sir Joshua Reynolds' children clearly shows an enlightened new attitude towards young people. His 1788 painting The Age of Innocence emphasizes the innocence and natural elegance of the child pose and soon becomes a public favorite.
Based on Locke's theory that all thoughts began as blank slate, the eighteenth century witnessed a sharp rise in children's textbooks that were easier to read, and in publications such as poetry, stories, novels and games aimed at young minds that were easily influenced by learners. These books promote reading, writing and drawing as a form of self-centering center for children.
Staying with Locke's historical theory of all thoughts that began as a blank slate, in Contemporary children's culture there is a huge amount of involvement with digital media that often shapes the lives, personalities, knowledge, and identities of children. According to article 17 of the United Nations Convention on the Rights of the Child, parties shall recognize the important functions undertaken by the mass media and shall ensure that the child has access to information and material from various national and international sources, principally devoted to the promotion of moral, physical and mental health children (Convention on the Rights of the Child, 1989). Thus, inquiring and acquiring knowledge in digital media is highly recommended in contemporary children's culture because children have the right to access that knowledge for the many benefits that children may have and their well-being. Thus, similar to the idea of ​​the 18th century, the sites and technologies of digital media can be seen as a central form of self-creation for children as well.
During this period children's education became more general and institutionalized, to supply church and state with functionaries to serve as their future administrators. Small local schools where poor children learn to read and write are founded by philanthropists, while sons and daughters of the noble and bourgeois elite are given a different education in elementary schools and universities.
Rights of the child by law
With the advent of industrialization in Britain, the growing difference between the romantic ideals of childhood and the great ideals of child exploitation in the workplace becomes increasingly clear. Although child labor is common in pre-industrial times, children will generally help their parents with farming or cottage crafts. However, by the end of the eighteenth century, children were specifically employed in factories and mines and while sweeping chimneys, often working long hours in hazardous jobs at low pay. In England and Scotland in 1788, two thirds of workers in 143 water-powered cotton plants were described as children. In the United Kingdom of the nineteenth century, a third of poor families without breadwinners, as a result of death or neglect, which requires many children to work from a young age.
As the centuries passed, the contradiction between the conditions on the ground for poor children and the middle-class idea of ​​childhood as a period of innocence led to the first campaign for the imposition of legal protection for children. The reformers attacked child labor since the 1830s, supported by the gruesome description of London's street life by Charles Dickens. The campaign that led to the Factory Story was spearheaded by the wealthy philanthropists of that era, notably Lord Shaftesbury, who introduced the Bills in Parliament to reduce the exploitation of children in the workplace. In 1833 he introduced the Ten33 Hours Act of 1833 into the Commons, which provided that children working in the cotton and wool industries must be nine years old and above; no person under the age of eighteen who works more than ten hours a day or eight hours on a Saturday; and no one under twenty-five worked night. Legal interventions throughout the century increased the level of childhood protection, despite the prevalence of Victoria's laissez-faire attitude toward government interference. In 1856, the law allowed child laborers to pass 9 ages for 60 hours per week. In 1901, the allowed age of child labor was increased to 12.
Modern childhood
A modern attitude to children emerged in the late nineteenth century; the Victorian middle and upper classes emphasize the role of family and child purity, the attitude that has remained dominant in Western societies ever since. This can be seen in the emergence of a new genre of children's literature. Instead of the didactic nature of children's books from a previous age, the author began writing funny, child-oriented books, more in tune with the child's imagination. Tom Brown's School Day by Thomas Hughes appeared in 1857, and is considered the founding book in the school story tradition. Lewis Carroll's Fantasy The Adventure of Alice in the Wonderland, published in 1865 in England, hints at a dramatic and empathic style of writing for children. Considered the "first written English masterpiece for children" and as the founding book in the development of fantasy literature, its publication opens the "First Age of Golden Age" of children's literature in England and Europe that continued into the early 1900s.
Compulsory school
The latter half of the century also saw the introduction of compulsory school children across Europe, which convincingly moved children from work to schools. Modern methods of public schools, with tax-backed schools, mandatory attendance, and educated teachers first appeared in Prussia in the early 19th century, and were adopted by Britain, the United States, France and other modern countries in 1900.
The market economy of the nineteenth century allowed the concept of childhood as a time of pleasure for happiness. Factory-made dolls and dollhouses delight in girls and sports organized and activities played by boys. The Boy Scouts was founded by Sir Robert Baden-Powell in 1908, which provides young people with outdoor activities aimed at developing character, citizenship, and personal fitness qualities.
The nature of childhood on the American border is disputed. A group of scholars, following the lead of novelists Willa Cather and Laura Ingalls Wilder, argue that the rural environment is fertile. Historians Katherine Harris and Elliott West write that rural education enables children to break away from age and gender urban hierarchies, promote family interdependence, and ultimately produce more independent, mobile, adaptable, responsible, independent and deeper children in touch with nature rather than their urban or eastern counterparts. On the other hand, historians Elizabeth Hampsten and Lillian Schlissel offer bleak portraits of loneliness, privatization, harassment, and demanding physical work from an early age. Riney-Kehrberg took the middle position. During the 21st century, some sex selection clinics have shown preference for girls over boys.
Creativity
In the mid-20th century in America, there was a strong interest in using institutions to support the innate creativity of children. It helped reshape children's games, suburban house designs, schools, parks, and museums. Producers of children's television programs work to trigger creativity. Educational toys are designed to teach skills or develop proliferating skills. For schools there is a new emphasis on art as well as science in the curriculum. The emphasis was reversed in the 1980s, when public policy emphasized the value of the test, the school principles understated anything that was not assessed in the standardized test. After the year 2000 some children became fascinated by their mobile phones, often checking their text messages or Facebook pages. Checking Facebook and responding to text messages is a form of participatory culture. Participatory culture engages with the media and develops one's voice and identity. Thus, children can develop their voice and identity in a separate room from adults (Henry Jenkins). According to UNCRC, children have the right to participate online with matters relating to them. They also have the right to give their opinions on certain matters, and this opinion must be heard by adults. Engaging in a digital environment gives children access to problems around the world, and also gives them the ability to decide what part of the life they want to keep private, and what parts they want to publish.
Non-Western world
The concept of modern childhood was copied by non-Western societies when they were modernized. In the vanguard is Japan, which actively began to engage with the West after 1860. The Meiji era leaders decided that the nation-state had a major role in mobilizing individuals - and children - in the service of the state. Western-style schools were introduced as agents to achieve that goal. In the 1890s, schools generated new sensitivities about childhood. At the turn of the 20th century, Japan has many reformers, child experts, magazine editors, and highly educated mothers who have adopted this new attitude.
Nuclear Family and Childhood
Source of the article : Wikipedia
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