TAILIEUCHUNG - Lecture Human development - Family, place, culture (2nd edition) - Chapter 5: The early years of childhood

Chapter 5 provides knowledge of the early years of childhood. This chapter includes contents: The place of childhood in the life span, cultures differ in dividing the life span into phases, childhood as a cultural construction, diversity in children's lives. | Chapter 5 The early years of childhood The place of childhood in the life span Childhood is a period of the life span based as much on social norms as biological time. In some Pacific cultures status depends on the situation, not just age. In European cultures it is common for a person to be a 'child' to their parents, even when they are at mid-life. Cultures differ in dividing the life span into phases New Zealand government classification: tamariki/children (0–14 years) rangatahi/young people (15–24 years). Many cultures distinguish between: infants dependent on the caregiver (first 18 months or so) early childhood (18 months to school age) transition to school. Countries differ greatly in the age at which children start school. Childhood as a cultural construction Some sociologists argue that cultures' views of childhood depend on: wealth of a society and views of child labour life expectancy boys' and girls' access to schooling. Diversity in children's lives There is no 'typical child'. Affluent euro-western children differ greatly from children in much of the world. Access to enough food and health care differs. Low birth weight and premature babies survive less often in poorer countries. Children without resources may not reach their full potential. What is childhood? 1. Childhood is a distinctive stage. 2. Childhood is about progress to maturity. 3. Childhood as a path toward greater independence. 4. Childhood as an idyllic time of innocence. 5. Children as the future of a people. 1. Childhood is a distinctive stage The theories of Piaget and Freud have stages that describe childhood. This is linked with views of biologists about immature forms of organisms (. tadpoles turning into frogs). 2. Childhood is about progress to maturity The child is often contrasted with the adult: as being half-formed as progressing towards maturity as deficient but constantly improving. Children do, however, have their own competencies and are .

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