Childhood in History: Has There Always Been a Childhood?

 Childhood in History: Has There Always Been a Childhood?

Historical studies, such as Ariès’ work from 1962, provide valuable insights into childhood and children, both in the present and the past. Contemporary studies on children and childhood often have a strong historical foundation, which helps explain current understandings. Historical discourses shed light on various issues, including child labor, differences in childhood experiences between Western and non-Western worlds, and the evolution of our understanding of childhood (Blundell, 2012). Over the past few decades, research on childhood and its history has become highly influential (Gittins, 2015). Historians are particularly interested in whether the concept of childhood has always existed or if it is a recent development.

Several influential historians, notably Philippe Ariès, argue that the idea of childhood did not always exist and only reemerged in the seventeenth century. Ariès’ 1962 book, *Centuries of Childhood*, highlighted that the concept of childhood has not been constant over time, suggesting that it is culturally and historically constructed. Kennedy (2006) also posits that the notion of a child varies historically and that childhood varies from one culture to another, which is a topic of philosophical and scholarly debate. Ariès maintains that medieval art’s portrayal of infants as “little adults” reflects medieval thinkers’ perceptions.

British society began viewing children positively in the mid-18th century. Before this, many in Britain saw childhood as a cursed stage, influenced by the Puritan belief that humans are born as sinners (Esser et al., 2016). Literature from this period emphasized providing role models and instructions to children to change their behavior and save their souls.

By the mid-18th century, societal views on childhood shifted. Childhood became associated with positive attributes such as freedom, innocence, emotion, creativity, malleability, and spontaneity (Reynolds, n.d.). The Enlightenment and Romantic periods marked the start of modern thinking about childhood. Jean Jacques Rousseau’s 1762 novel, *Emile: Or, On Education*, was crucial in changing perceptions of childhood. Rousseau argued that children are naturally innocent and rejected the doctrine of Original Sin. He viewed childhood as a brief refuge before the hardships of adulthood and believed children should be allowed to explore the world naturally (Mathews, 2008). Rousseau’s method advocated for natural development to maintain childhood’s special characteristics, leading to well-adjusted adults.

The rise in artistic depictions of children during this period reflects these new attitudes. Previously portrayed as “little adults,” children were now depicted as emotionally and physically distinct from adults, symbolizing innocence. Sir Joshua Reynolds, a renowned painter, portrayed children in this new light, with his 1788 painting *The Age of Innocence* highlighting a child’s natural grace and innocence.

The 18th century embraced Locke’s hypothesis that minds start as blank slates, leading to an increase in children’s textbooks and literature. This promoted a culture of reading, drawing, and writing, which became key elements in childhood self-development.

Rousseau’s ideas led to changes in how children were raised and developed into adulthood. There was a transformation in children’s material conditions, particularly in employment and early education. Children’s education became more institutionalized, aiming to provide the state and church with future administrators.

In the 19th century, children’s life expectancy was shorter due to maternal deaths and diseases. Many children were orphans, and the government struggled to keep pace with rapid social and economic changes (Corsaro, 2015). Working-class children began working in workshops and factories due to the lack of mandatory schooling. However, children’s literature continued to thrive, ensuring that even those without formal schooling had access to reading materials.

By the late 19th century, concerns over child poverty and ill health led to a shift in the economic importance of children (Mathews, 2008). Working-class children moved from contributing to family income through labor to being protected from adult work. This change aligned with Rousseau’s view of childhood as a period needing protection from adult hardships.

In conclusion, the concept of childhood has been controversial among scholars. Ariès argued that childhood did not always exist as a distinct stage and emerged in the mid-17th century. The Enlightenment period marked a positive shift in the perception of childhood, leading to the development of children’s literature and institutionalized learning. The Industrial Revolution introduced economic and social hardships, prompting children to work at an early age. By the late 19th century, efforts to protect children from adult work emerged, reflecting a return to Rousseau’s ideas about childhood.

 References

– Ariès, P., 1962. Centuries of Childhood: A Social History of Family Life. Trans. Robert Baldick, New York: Alfred A. Knopf.
– Blundell, D., 2012. Education and Constructions of Childhood. London: Continuum.
– Corsaro, W., 2015. The Sociology of Childhood. London: Sage.
– Davin, A., 1996. Growing Up Poor: Home, School and Street in London 1870-1914. London: Rivers Oram Press.
– Esser, F., Baader, M.S., Betz, T., and Hungerland, B., 2016. Reconceptualising Agency and Childhood: New Perspectives in Childhood Studies. London: Routledge.
– Gittins, D., 2015. “The Historical Construction of Childhood,” in M.J. Kehily (Ed)  An Introduction to Childhood Studies. Maidenhead: Open University Press.
– Kennedy, D., 2006. The Well of Being: Childhood, Subjectivity, and Education. Albany: SUNY Press.
– Mathews, G.B., 2008. “Getting Beyond the Deficit Conception of Childhood: Thinking Philosophically with Children,” Philosophy in Schools.  M. Hand and C. Win Stanley (eds.). London: Continuum.
– Reynolds, K., Perceptions of childhood. British Library.