Sociological View of Childhood - Report Example

INTERDISCIPLINARY UNDERSTANDING OF CHILDHOOD By Location Outline Introduction: In order to understand childhood and adolescence, an interdisciplinary study is appropriate. Researchers from psychology, sociology, human development, religious studies, and other disciplines have sought to analyze childhood. Thesis statement: Different these disciplines have embarked on research, yielding interesting findings that have served to shed light on the need for a scholarly approach of childhood as a core subject. Background Information on the Interdisciplinary Approach Previous view of childhood Simplistic connotation of childhood and limitations of an interdisciplinary approach Emerging common perspectives of childhood from different disciplines Sociological View of Childhood Jens Qvortrup perspectives of childhood Emerging sociological understanding of childhood Areas that still need addressing Anthropological view of childhood Cultural diversity of childhood Stages of childhood Modern view of childhood Psychological view of childhood Cognitive processes in childhood Analysis of behavior and identity issues in childhood Conclusion Childhood has become one of the intriguing aspects that many disciplines have focused on in the recent years. Psychologists, anthropologists, historians, child development, and religious disciplines have focused on theorizing children. In the recent years, many disciplines have focused on understanding childhood. Researchers from psychology, sociology, human development, religious studies, and other disciplines have sought to analyze childhood. However, the fact that all these disciplines have held varying perspectives without the existence of a childhood studies as a core subject of study like feminism. This has limited the possibility of addressing research in childhood as a central subject of knowledge. Evidently, these disciplines have embarked on research, yielding interesting findings that have served to shed light on the need for a scholarly approach of childhood as a subject the way feminism has received attention. This paper will highlight the different disciplines that have made effort towards describing childhood and highlight their current contribution. For a long time, childhood did not receive the appropriate attention despite the fact that it is a phase of life experienced by everyone. Different disciplines have not accorded childhood the right attention. Evidently, the recent past years have seen many disciplines focused on issues that touch on children. Disciplines such as anthropology sociology, political science, human development, and economists have exhibited interest in both children rights and have reacted towards issues that surround child labor (Thorne 2007, p. 149). A close analysis of the curriculum offered in many learning institutions reveals that several disciplines offer courses on childhood. Most of the institutions have learning materials designed by experts from diverse fields such as cultural studies, language, communications, anthropology, sociology, history, child development, and psychology. This serves to reveal that studying childhood is an interdisciplinary affair. Moreover, analyzing the granting of degree programs by various academic departments reveals that childhood studies fall under a range of disciplines. In order to analyze the factors that have made childhood interdisciplinary, it is critical to mention that childhood presents a historical, social, and cultural connotation (Qvortrup 2007, p.399). Such a structured view of childhood goes beyond the simple understanding of child, or its plural children. The broad perspective of childhood takes into consideration of the groups and individuals that fall under a certain age group. One challenge of studying childhood is the availability of simplified definition. Some people view childhood as a distinct stage with a certain form of separation. Apparently, redefining these limiting notions of childhood can serve to propel childhood from the marginal position that it has been accorded to the core of knowledge. It would prove easier to make attempts of theorizing age in a similar way as many have theorized gender. This is possible because age is an aspect defined by an array of factors. The limitations of understanding childhood have become evident in the recent past. There is confusion in addressing childhood by the different disciplines because of the diverse connotations implied by the singularity and the plurality of the term. Use in its plurality, the term may denote the differences, and similarities that govern childhood. In other disciplines, scholars have wondered whether the use of the term should be refer to a similar age in all cultures and regions (James 2010, p. 490). As anthropologists and sociologists have discovered in the recent past, childhood differs across different regions and cultures. Psychologists have highlighted that the cognitive processes that define childhood are quite diverse depending on the environment. Scholars of child development have also described factors that affect the growth of children. the use of childhoods in different disciplines seeks to highlight the effect of the multiple factors that serve to define childhood. Evidently, most of the disciplines have highlighted that childhood is affected by race, gender, class, culture and other demographic factors as they affect adults. Moreover, the fact that children exhibit active participation in education, should receive more attention because it affects the economy of any society. This factor has motivated many scholars to analyze childhood in a bid to invalidate the assumption that childhood simply refers to children. Moreover, the fact that adulthood only exists because childhood did indicates that childhood cannot receive any underestimation (Woodhead & Montgomery 2003, p. 86). The multidisciplinary and interdisciplinary approach serves to highlight that childhood is a critical phase in any society because many childhood experiences define the perspectives exhibited by different people in adulthood (Woodhead & Montgomery 2003, p. 43). Evidently, scholars from the diverse disciplines have exerted themselves in research that can explain the criticality of childhood. There is hope that success in understanding both childhood and adolescence will develop a new platform for understanding adulthood. This serves to justify channeled to childhood studies by different disciplines. the rate at which these disciplines have registered success in shedding light on some critical aspects of childhood presents the hope that the existing future prospects of diversified extensive research findings on childhood will exist. Evidently, the different disciplines have exhibited understanding of childhood experiences amidst the societal transformation that has occurred because of the globalization process. There is need to decipher the meaning of the connotation of childhood in a globe whose concepts have been fast changing. This introduces the need to understand the various transformations that have taken place because of the changes that have defined the globalization system. the fact that globalization has served to stratify the society in new versions places emphasis on the need for a probe into understanding childhood as defined in the post-globalization period, and considering its transformation in the modern era after the waves of globalization have redefined societies (Qvortrup 2007, p.399). Sociological view of childhood Jens Quortrup developed the concept of childhood sociology after observing that the scholars accorded minimal attention to this social group. He opined that many scholars had failed to credit children as a social group because there was minimal research on childhood. According to the long-serving editor of a renowned sociology journal, childhood had been associated with emptiness. Viewing childhood as empty was a grave mistake in his opinion because it was an opinion informed by multiple assumptions (Penn 2008, p.32). Many people had assumed that children only attended school, without considering the implications of such work. Attending school is a critical part of the work done by children. It determines the education and literacy levels of any society. This affects the economic standing of the society because of the existing correlation between education and economy. Quortrup highlighted that the society had excluded children from studies that sought to establish how factors such as gender, race, and class affected the society. This exclusion only served to render children ‘homeless’ because many scholars do not consider children as part of the society. In his opinion, childhood had to be viewed in two different perspectives. One of these perspectives was that childhood was a permanent structure that defined the society. Each society has a childhood and the phase is repetitive. As long as procreation takes place, children are born and transition into the phase of childhood. In some nations, the definition of childhood denotes all the individuals who are yet to attain the age of eighteen years. This makes it inclusive of both children and youths. The realization that childhood is a permanent phase is critical in any society. This places emphasis on the need for different disciplines to indulge in research on childhood (Qvortrup 2007, p.398). The second perspective was that childhood was that the realization of the constancy with which childhood changes. He highlighted the schooling activity of children needed more attention. Moreover, other activities that children engage in also require some attention. Evidently, children indulge in a diverse range of activities that determine the kinds of personality and career they adopt in their future. This highlighted that it was a mistake to regard studying as the only activity for children (Qvortrup 2007, p.400). Although education is of critical importance, the other activities serve to shape the attitude adopted by children towards education. Understanding the view of children towards such activities can serve to explain the value of such activities in shaping the future of children. It is essential to consider the activities that the youth indulge in because that can explain the emotional, psychological, hormonal and physical changes that define teenage. Recent research on childhood sociology has viewed childhood as an independent social agency. This focus has helped many sociologists in describing the effect of class, gender, and other economic factors affect this social construct. This has opened up many new opportunities for sociologists to discuss childhood from different perspectives. This has made it possible for multiple approaches of childhood addressing it from a better perspective and analyzing the factors that determine the manner in which children interpret social cues. Researchers in this discipline have focused on this social agency, and the results are intriguing. Sociology has accorded attention to the effect of the media in promoting the different social systems such as the gender system. From a young age, children in many parts of the globe have access to the media, which shapes their perception on different issues. the gender system and its defining patriarchal attitudes have become evident to many children after the consideration of their depiction in the media. Other issues such as inappropriate social behavior are also promoted through the media, and have the potential altering childhood experiences. For example, adverts on different media forms affect both children teenagers. Advertising to children and teenagers pose health and social dangers this extremely vulnerable group of individuals. A good example is the advertising of tobacco whereby exposure of children to tobacco adverts poses a higher risk than that posed by the influence of family and friends. Research indicates that one third of teenagers result to smoking due to the influence derived from smoking adverts and promotions. About 20 researchers indicate that children with exposure to cigarette promotions and adverts are more likely to start smoking. Many cigarette-producing companies target teenagers above the thirteen years. This only serves to place emphasis on the need for increased research on the effect of the media on childhood as a social agency. Anthropological view of childhood Anthropologists usually seek to understand the structure of populations. Most of the anthropological researches in the past have focused on describing the demographic factors and the societal systems that define people of a certain culture. Anthropology has sought to describe the diversity of childhoods in the globe (Montgomery 2003, p.76). Evidently, each specific culture in the world has factors that contribute to a unique childhood. The demographic, geographic, and socio-economic factors that define each society are crucial in defining the different childhoods. For many sociologists, the diversity in childhood experiences can be illustrated by a close analysis of childhood in the rich countries and the poor countries. Evidently, these diverse worlds present different opportunities for the children, a difference that has proved to be a stark contrast deserving the attention of many sociologists. In the first world countries, childhood proves much easier and exciting, with children having the opportunity to nurture dreams, and have the resources of achieving their dreams. On the other hand, third world countries have little to offer for children to achieve their dreams, a factor that explains why childhood in those parts of the globe comprises of multiple hardships. Moreover, other diversities result from the aspects that define each culture and society. For example, societies that have an increased divorce rate and domestic violence have varied types of trauma that define childhood experiences. Anthropologists have tried to describe how poverty affects childhood. This has posed a critical research question on whether different cultures exhibit different childhoods. Researchers in different parts of the globe have exhibited concerted efforts in defining the experience of children in varied cultures to validate the hypothesis that the diversity in cultures accounts for the different childhoods in the globe today (Montgomery 2003, p.98). Moreover, anthropologists have also focused on describing the stages of childhood because each stage exhibits certain unique aspects. Different conceptions of childhood have been developed by anthropologists in a bid to identify the stratification of the agency of childhood. Anthropologists have also strived to describe the personalities exhibited by children as an understanding of these factors helps in deciphering the diversity of personalities exhibited in adulthood. Moreover, anthropologists have considered the gender differences that are evident during the development process (Mayall 2002, p.88). However, a complexity governs cultural scale of understanding the different types of childhood. Emotional development in childhood is also of interest to anthropologists in the society. Evidently, early childhood differs from middle childhood in different concepts. Early childhood usually denotes the initial five years of life that present the child with multiple learning opportunities. This is a critical stage, and research reveals that it can define adulthood. Middle childhood refers to children in the range of 5-11 years, before the onset of adolescence. Anthropology has focused on describing the issue of identity formation in both children and adolescents in different societies. Anthropological studies have revealed that the changes evident in any society such as socio-economic factors and the wave of globalization have exerted effects on both adults and children (Montgomery 2003, p.78). In the past, many researchers focused on assessing the impact of globalization in different communities, but considered the effects on adults, assuming the extent of effect on children of different ages and adolescents. Evidently, recent research has served to reveal that globalization and glocalization exert multiple effects on childhood experiences as well as the identity formation in adolescents. In addition, anthropologists have focused on the effects of the media on the emerging childhoods. The increasing numbers of adverts coupled with many hours spend on the television and other media forms have exerted immense impact on the preferences exhibited by children and teenagers. On a daily average, a young person access about 3000 adverts on the internet, television, magazines, and billboards. More than before, currently, most companies focus their advertisements to the young generation and children. Research into the effects of excessive exposure to adverts in the media reveals that the adverts have proven potential of influencing the habits of children and teenagers. Evidently, this is one of issues that has served to define childhood in the recent past. The increased consumption of media products has altered childhood immensely. Psychological view of childhood Many experts of psychology have focused on describing the developmental stages from infancy to adolescence, as the young adults transition to adulthood. After birth, the infants undergo social, physical, and cognitive changes that determine the kind of one becomes in adulthood (Whitebread 2008, p. 65). During each independent stage, the child exhibits varying changes in the fields identified. Cognitive processes involve the transformations of the brain functioning that occur from infancy to adolescence. As physical growth changes occur, the brain is involved in multiple cognitive processes. Alongside these cognitive functions, children also interact with the society and exhibit certain attributes adopted from different social agents. Psychology has revealed that childhood experiences play a critical role in determining the psychological processes that will define adulthood (Brain & Mukherji 2005, p. 89). For example, it has become evident that adverse childhood experiences affect the wellbeing of an individual in adulthood. Psychologists have accorded attention to understanding personality development in different children. There are arrays of psychological tests that can determine the different changes that occur in children as they grow up. Psychology has focused on understanding the cognitive processes that define adolescence. Adolescents are in a transition from childhood to adulthood, a phase marked by multiple hormonal, physical, and psychological changes. It has proved difficult to deduce exactly the cognitive processes that define the behavior exhibited by many adolescents. Renowned psychologists have been striving to describe the multiple processes that contribute to the emotional stage exhibited by many adolescents. Other issues of study in this field have been the analysis of behavior, youth vulnerability to certain psychological disorders as well as the issues dealing with identity. The phase of adolescence can be highly confusing, with the youth facing identity disorders. Psychology has noted the criticality of the identity issues in both children and the youth, and accorded such studies a priority because it determines what children become in their adult years (Brain & Mukherji 2005, p. 92). As mentioned above, the effect of the media in altering childhood experiences has received increased attention by different disciplines. Psychology has made critical revelation on the effects of the media in shaping childhood and teenage experiences. Statistics indicate that children under age of 8 years are psychologically and cognitively defenseless against media advertising. Consequently, exposure to an increasing number of adverts translates to buying for many children and teenagers. This translates to an increased exposure of children to their company’s stimulating adverts. Evidently, persuasion through numerous advertisements on all forms of media affects the cognitive processes of children, influencing their buying habits. The media has also been influential in shaping the identity and the opinion of childhood in the developed world. This serves to diversify the experiences of childhood when comparing children of the developed and the developing world (Brain & Mukherji 2005, p. 65). In addition, research reveals that adverts on then media affect the emotional, moral, and social development in both children and the youth. Some authors seeking to describe the effect of media on emotional development have revealed that media exposure contributes a great deal to a child’s fears and anxieties. Programs depicting different scenarios give rise to emotional upsets in children and register long-term memories in the child’s mind. However, children of different ages respond differently to the content in the media. Different reports reveal that the depiction of different emotions on the media affects the understanding of these emotions in children’s real life. Although humor may serve to minimize the effect of negative emotions, as they grow, children can comprehend and apply the depicted emotions in life. There is need for advanced research in this field that will be able to define how the media shapes the cognitive processes of children in different cultures. Conclusion Evidently, as described above, childhood has become one of the intriguing aspects that many disciplines have focused on in the recent years. Psychologists, anthropologists, historians, child development, and religious disciplines have focused on theorizing children in similar manners as gender has been theorized. These disciplines have viewed childhood as a broad perspective that exhibits impact from different factors. With emerging research in different disciplines, many research questions regarding childhood have been answered. Bibliography Brain, C & Mukherji, P 2005, Understanding child psychology. Cheltenham, Nelson Thornes. James, A 2010, Competition or integration? The next step in childhood studies, Childhood, 17(4):485-499. Mayall, B 2002, Towards a sociology for childhood: thinking from childrens lives, Buckingham [u.a.], Open Univ. Press. Montgomery, H 2003,Changing childhoods local and global, London: J.Wiley. Penn, H 2008, Understanding early childhood: issues and controversies, Maidenhead, McGraw-Hill/Open University Press. Qvortrup, J 2007, ‘Editorial: A Reminder’, Childhood 14(4): 395–400 Thorne, B 2007, Editorial: interdisciplinary field of childhood studies, Childhood, 14(2): 147–152. Turmel, A 2008, A historical sociology of childhood: developmental thinking, categorization, and graphic visualization, Cambridge [u.a.], Cambridge Univ. Press. Whitebread, D 2008, Developmental psychology and early years education, London, SAGE. Woodhead, M & Montgomery, M 2003, Understanding childhood: an indisciplinary approach, Chichester, Wiley. Read More