Constructs of childhood: Constructs of self

Abstract

Notions of childhood have been debated through time and place. This paper works from the understanding of childhood as an adult imposed, socially constructed and culturally transmitted concept. This paper provides a typology often ways in which adults construct children and childhood. The authors assert that in the process of defining children, adults necessarily and simultaneously define their own position/s in relation to children. Thus for each of the ten constructs of childhood, the authors present ten types of relationship adults consciously or unconsciously impose upon themselves when they work from these constructions. The authors intend that the typology presented creates a beginning tool for conscious, critical reflection of how we are perceiving children and how this perception may drive our work and relationships with them. It may also provide a reflective tool for imagining working differently with children in ways which better serve them (and us!).

Reflecting on childhood and child agency in history

“…It became obvious from this research that, unlike the deMause perspective, Sorin and Galloway (2006) present a more balanced view of the child in history. It must be acknowledged, however, that the historical resources deMause accessed, supported his negative outlook which is at odds with the current view of children and childrearing practices.…”

“…The overall rather negative view of humanity's development has been positively advanced by Simmons (2014), who has added a 7th mode to deMause's six modes (Table 1). Sorin and Galloway (2006) explored childhood from various angles in a more detailed way. They developed a construct of ten different concepts of how children have been defined throughout history up to modern times; how they have been viewed or "used for different social, cultural, economic, and political purposes" (Zhao, 2011, p. 242).…”

“…They developed a construct of ten different concepts of how children have been defined throughout history up to modern times; how they have been viewed or "used for different social, cultural, economic, and political purposes" (Zhao, 2011, p. 242). According to 'postmodern, constructivist theory' relationships of adult to child are at the core of all childhood constructions (Sorin and Galloway, 2006). It is assumed, that when educating children, "multiple definitional perspectives" are involved.…”

Managing differences by focusing on communication qualities: Pupils learning mathematics in pairs at a computer

“…The teacher participates together with the researcher in choosing software and creating the tasks, and the discussions of the video recordings are a collaborative effort between the teacher, the pupils, and the researcher. The pupils are regarded as agentic children (Sorin & Galloway, 2006), who are capable and competent, and who share the power with the adults. The study relates to the dialogical approach developed by Alrø and Skovsmose (2002), in which they underline that dialogue is a conversation of inquiry where the participants have to develop an ownership to the study.…”

Reframing Reproduction

“…Following Sorin and Galloway (2006), we would suggest that the child/adult dyad is constituted within such debates as a standardised relational pair, one that always already evokes the image of children as innocent and in need of protection, the corollary being that adults are those best placed to determine children's best interests. Yet as Burr's (2000) (Smith 2003).…”