In this section, we will briefly review the history of childhood and describe the role childhood has played in shaping our understanding of human development. According to the UN World Population Prospects data, there are now over two billion children worldwide (UN, 2022). Children make up around 25 percent of the world’s eight billion people. All across the globe, children play various roles within their families, communities, and larger social structures. One important role that children often have in society is to learn and continue societal norms and teachings. These roles have changed over time and have been influenced by cultural shifts and traditions, religion, immigration, war, as well as government and political systems.

One example on how social and political structures influence a child’s role in their communities involves the history and treatment of indigenous American peoples, Indigenous peoples in Northern America have a specific high regard for children in their communities. Children are seen as gifts from the Creator and are carefully reared and supported by their primary caregivers as well as extended family and community members (Cajete, 2017). European colonization, the process by which Europeans immigrated to the Americas and took control over land and resources, had a profound impact on the role and well being of indigenous children.

One of the impacts of colonization including the creation of residential boarding schools. Residential schools were set up by the government and churches with the primary goal of assimilating children into European views and culture. Children were taken by force from their families, cutting them from their cultural roots and separating them from their way of life. Indigenous children, who were responsible for learning and maintaining their cultural ways and knowledge, now became detached from their homes, and often suffered abuse and trauma along the way. How do you think this deep shift in the lives of indigenous children impacted their overall development?

Figures 1.2 and 1.3 show examples of the impact of residential boarding schools and the impact of extreme cultural erasure. Kylie Rice, a young indigenous author from the Mohawk and Algonquin groups, comments on her family’s experience with boarding schools, which both of her grandparents endured.

“Statements like ‘Kill the Indian, Save The Man’ or ‘Kill the Indian in Child’ were common slogans that perfectly explain the veracity of the school’s intentions. Indigenous children were not allowed to speak their own language, use their own names, or practice anything of their own religion and culture.

To detach the children from their culture, they would give them new names, cut their hair short, and force them to wear uniforms. Every aspect of their identity was suppressed, they had to abandon their way of life due to the belief that their culture was inferior to the mainstream white man’s ways.” (Rice, n.d.)

Childhood as a Social Construction

To begin our understanding of childhood, let’s compare and contrast the two following scenarios:

The idea of childhood is a social construction. A social construction is a concept or idea that has been assigned a specific meaning or value in a society. When we say that childhood is socially constructed, we mean that our ideas about childhood are socially created instead of being determined by the biological age of children or some other concrete factor or identifier. Childhood is instead viewed through cultural and historical contexts, and the role of a child varies from group to group.

Think about the children in the two previous scenarios. Each child experiences life differently based on the social and environmental context in which they live.

In the first scenario, the child’s role is most similar to that of an adult. They are independent and tasked to care for themselves while they are away from home. They do not attend school, nor are they enrolled in extracurricular activities. They are expected to spend their day working to help out their family. There is no explicit regard for their physical or mental safety.

In the second scenario, the child spends their day in a classroom monitored by several adults. They are independent but also rely on adults for guidance when necessary. The child has access to toys and materials that enhance developmental skills. They play with peers, have access to healthy foods, and spend time in nature. They are afforded more “free” time to engage with others and their environment.

Now try to determine what aspects of their childhood are influenced by society. For example, their age, their rights and responsibilities, the legal restrictions and protections placed on them or their parents, and the treatment given by others around them. How has the concept of childhood, or what it means to be a child, changed over time?

The Role of Children in Society

Childhood is commonly and legally recognized as the time from birth through 17 years of age. At 18 years old, the child becomes an adult. Historically, we may have learned about children marrying young and taking on adult responsibilities well within the age range now defined as childhood. It was not uncommon for children to marry at a young age, particularly girls who were married off to older men, reflecting different gender expectations and trajectories (Dukakis, 2017).

In many parts of the world, child marriage is still a regular practice, including in the United States, and is considered a human rights violation (Cassidy & Turner, 2021). Historically, it was also common for children to work outside the home to support their families financially. This was especially true for children from lower-income families who were not afforded the same private education or extracurricular freedoms as upper-class children.

Current human development frameworks view childhood as a distinct period of existence that differs widely from adulthood. All cultures demonstrate this understanding to some extent, although the age ranges and expectations vary (Grant, 2012). There has been great debate about the role of children throughout history, particularly during pre-industrial and industrial Western European times. Still, we can safely assume that childhood as a particular state of being has always existed. Children have always been in the care of their parents or other guardians, living under their guidance, and engaging in child-like behaviors and activities.

Optional resource:

Interested to learn more about the history of American childhood through photography? Watch These photos ended child labor in the US [Streaming Video].

Western European Perspective

In 1962, Philippe Ariès, a French historian, published his writing Centuries of Childhood: A Social History of Family Life. In this account. Ariès discusses the state of childhood in the Middle Ages and argues that childhood is a relatively new concept, one that was not present in historical artifacts until around the 17th century (Ariès, 1962).

In this summary, Ariès proposes that children were regarded as little adults, not as unique humans with their own needs and wants. Some of what Ariès states is discussed in other works. In the Routledge History of Childhood in the Western World, Julia Grant (2012) writes:

. . . medieval philosophers conceived of childhood as a period of “deficiency.” The social norms in place, which include dressing young children in adult clothing and engaging them in economically productive activity as soon as possible, seem to suggest that childhood would be best thrown over for the superior status of the adult.

In modern Western Europe and in the early foundations of the United States, we see a rising interest in the development and welfare of children. Child welfare laws were implemented in the late 19th and early 20th century (Trattner, 1999). We also see the rise of formal education in which most children, rich or poor, spend their days under the supervision of teachers for the sole purpose of discipline and education (figure 1.4). The separation of children into age-based groups helps us understand the distinction of childhood as a specific era of life, historically.

Indigenous Perspectives About Children

Dr. Gregory Cajete, a member of the Tewa tribe in New Mexico, discusses the role of children and caregivers in many of his writings. In the article titled “Children, myth, and storytelling: An Indigenous perspective,” Cajete remarks on the special qualities of children and their sacred role within the community (Cajete, 2017). All adults within a community play a role in the care and education of Indigenous children. The use of storytelling and social bonding is vital in the socialization process and the teaching of morals, values, and cultural knowledge.

Dr. Darcia Narvaez describes common Indigenous principles and practices involving children in her article “Principles Of Indigenous Child-Raising: Our Ancestors Were Smart And Good.” She summarizes principles of living, one of which is the idea of noninterference, which is the belief that one should not interfere with another’s path in life. “There is no coercion, no force used on others, in everyday life” (Narvaez, 2020). This practice is expanded to adult relationships with children. The significance of this principle is stark when contrasted with the harsh and punitive ways children have been treated historically.

While there are diverse practices and beliefs within Indigenous groups across the globe, there exist important commonalities among all. Indigenous children receive positive guidance and care from their parents, family, and tribal members. The behaviors and attitudes adults hold toward children honor the dignity of each person. Each child is respected as an individual and a valued community member.

Author Views on Childhood and Development

As authors, we believe that children are valued and respected members of society. They are unique in their needs, ways of being, skills, behaviors, and attitudes. We do not view children as little adults or as extensions of the adults that birthed or care for them. They are individuals.

Children have rights, both morally and civilly. Our goal as authors, educators, and human service workers is to promote the well-being of all children so that they may thrive in their developmental paths. Our vision most closely aligns with one of the goals of the United Nations Convention on the Rights of the Child, which is an international agreement on childhood. Their website reads:

The Convention recognizes the fundamental human dignity of all children and the urgency of ensuring their well-being and development. It makes clear the idea that a basic quality of life should be the right of all children, rather than a privilege enjoyed by a few. (UNICEF, n.d.)

Licenses and Attributions for Historical Overview

“Historical Overview” by Christina Belli is licensed under CC BY 4.0.

Figure 1.2. Display on Indian Assimilation – Old Courthouse – St. Louis – Missouri – USA – 01 by Adam Jones on Wikimedia licensed under CC BY-SA 2.0.

Figure 1.3. Quote, the boarding Schools, The Museum of Ojibwa Culture, St. Ignace, Michigan by Deb Nystrom on Flickr, licensed CC BY 2.0.

Figure 1.4. Image from XWCHIYO:M Cheam First Nation Community Newsletter, May 20, 2022, included under fair use.