Changes

In many countries there is an age of majority when childhood ends and a [[person]] legally becomes an adult. The age can range anywhere from 13 to 21, with 18 being the most common.

In many countries there is an age of majority when childhood ends and a [[person]] legally becomes an adult. The age can range anywhere from 13 to 21, with 18 being the most common.

==Background and history==

==Background and history==

[http://en.wikipedia.org/wiki/Philippe_Ariès Philippe Ariès], an important French medievalist and historian, published a study in 1961 of [[paintings]], gravestones, furniture, and school records. He found that before the seventeenth century, children were represented as mini-adults. Since then historians have increasingly [[research]]ed childhood in past times. Before Ariès, [http://en.wikipedia.org/wiki/George_Boas George Boas] had published The Cult of Childhood.

[https://en.wikipedia.org/wiki/Philippe_Ariès Philippe Ariès], an important French medievalist and historian, published a study in 1961 of [[paintings]], gravestones, furniture, and school records. He found that before the seventeenth century, children were represented as mini-adults. Since then historians have increasingly [[research]]ed childhood in past times. Before Ariès, [https://en.wikipedia.org/wiki/George_Boas George Boas] had published The Cult of Childhood.

<center>For lessons on the [[topic]] of '''''Childhood''''', follow [https://nordan.daynal.org/wiki/index.php?title=Category:Childhood this link].</center>

<center>For lessons on the [[topic]] of '''''Childhood''''', follow [https://nordan.daynal.org/wiki/index.php?title=Category:Childhood this link].</center>

During the [[Renaissance]], [[paintings|artistic depictions]] of children increased dramatically in Europe. This did not impact the social [[attitude]] to children much, however.

During the [[Renaissance]], [[paintings|artistic depictions]] of children increased dramatically in Europe. This did not impact the social [[attitude]] to children much, however.

The [http://en.wikipedia.org/wiki/Victorian_era Victorian Era] has been described as a source of the modern institution of childhood. [[Ironically]], the [http://en.wikipedia.org/wiki/Industrial_revolution Industrial Revolution] during this era led to an increase in child labour, but due to the campaigning of the [http://en.wikipedia.org/wiki/Evangelicals Evangelicals], and efforts of author [http://en.wikipedia.org/wiki/Charles_dickens Charles Dickens] and others, child labour was gradually reduced and halted in England via the Factory Acts of 1802-1878. The Victorians concomitantly emphasized the role of the [[family]] and the [[sacred|sanctity]] of the child, and broadly speaking, this [[attitude]] has remained dominant in Western societies since then.

The [https://en.wikipedia.org/wiki/Victorian_era Victorian Era] has been described as a source of the modern institution of childhood. [[Ironically]], the [https://en.wikipedia.org/wiki/Industrial_revolution Industrial Revolution] during this era led to an increase in child labour, but due to the campaigning of the [https://en.wikipedia.org/wiki/Evangelicals Evangelicals], and efforts of author [https://en.wikipedia.org/wiki/Charles_dickens Charles Dickens] and others, child labour was gradually reduced and halted in England via the Factory Acts of 1802-1878. The Victorians concomitantly emphasized the role of the [[family]] and the [[sacred|sanctity]] of the child, and broadly speaking, this [[attitude]] has remained dominant in Western societies since then.

In the contemporary era Joe L. Kincheloe and Shirley R. Steinberg have constructed a [http://en.wikipedia.org/wiki/Critical_theory critical theory] of childhood and childhood [[education]] that they have labeled kinderculture. Kincheloe and Steinberg make use of multiple research and theoretical [[discourses]] (the bricolage) to study childhood from diverse [[perspectives]]—historiography, ethnography, [[cognitive]] research, media studies, cultural studies, [[political]] [[economic]] [[analysis]], [[hermeneutics]], [[semiotics]], [[content]] analysis, etc. Based on this multiperspectival [[inquiry]], Kincheloe and Steinberg contend that new times have ushered in a new era of childhood. [[Evidence]] of this dramatic cultural change is omnipresent, but many [[individuals]] in the late twentieth and early twenty-first centuries have not yet noticed it. When Steinberg and Kincheloe wrote the first edition of [http://www.thefreelibrary.com/Kinderculture:+The+Corporate+Construction+of+Childhood.-a020583471 Kinderculture: The Corporate Construction of Childhood] in 1997 (second edition, 2004) many people who made their living studying, [[teaching]], or caring for children were not yet aware of the [[nature]] of the [[changes]] in childhood that they encountered daily.

In the contemporary era Joe L. Kincheloe and Shirley R. Steinberg have constructed a [https://en.wikipedia.org/wiki/Critical_theory critical theory] of childhood and childhood [[education]] that they have labeled kinderculture. Kincheloe and Steinberg make use of multiple research and theoretical [[discourses]] (the bricolage) to study childhood from diverse [[perspectives]]—historiography, ethnography, [[cognitive]] research, media studies, cultural studies, [[political]] [[economic]] [[analysis]], [[hermeneutics]], [[semiotics]], [[content]] analysis, etc. Based on this multiperspectival [[inquiry]], Kincheloe and Steinberg contend that new times have ushered in a new era of childhood. [[Evidence]] of this dramatic cultural change is omnipresent, but many [[individuals]] in the late twentieth and early twenty-first centuries have not yet noticed it. When Steinberg and Kincheloe wrote the first edition of [https://www.thefreelibrary.com/Kinderculture:+The+Corporate+Construction+of+Childhood.-a020583471 Kinderculture: The Corporate Construction of Childhood] in 1997 (second edition, 2004) many people who made their living studying, [[teaching]], or caring for children were not yet aware of the [[nature]] of the [[changes]] in childhood that they encountered daily.

In the domains of [[psychology]], [[education]], and to a lesser degree [[sociology]] and cultural studies few observers before kinderculture had studied the ways that the [[information]] explosion so characteristic of our contemporary era (hyperreality) had operated to undermine [[traditional]] notions of childhood and change the terrain of childhood education. Those who have shaped, directed and employed contemporary information technology have played an exaggerated role in the reformulation of childhood. Of course, information technology alone, Kincheloe and Steinberg maintain, has not produced a new era of childhood. Obviously, numerous social, cultural, and political economic factors have operated to produce such changes. The central [[purpose]] of kinderculture is to socially, culturally, politically, and economically situate the changing historical [[status]] of childhood and to specifically interroge the ways diverse media have helped construct what Kincheloe and Steinberg call "the new childhood."  

In the domains of [[psychology]], [[education]], and to a lesser degree [[sociology]] and cultural studies few observers before kinderculture had studied the ways that the [[information]] explosion so characteristic of our contemporary era (hyperreality) had operated to undermine [[traditional]] notions of childhood and change the terrain of childhood education. Those who have shaped, directed and employed contemporary information technology have played an exaggerated role in the reformulation of childhood. Of course, information technology alone, Kincheloe and Steinberg maintain, has not produced a new era of childhood. Obviously, numerous social, cultural, and political economic factors have operated to produce such changes. The central [[purpose]] of kinderculture is to socially, culturally, politically, and economically situate the changing historical [[status]] of childhood and to specifically interroge the ways diverse media have helped construct what Kincheloe and Steinberg call "the new childhood."  

==External links==

==External links==

*[http://www.childhood.org/frame.aspx?lang=en World Childhood Foundation]

*[https://www.childhood.org/frame.aspx?lang=en World Childhood Foundation]

[[Category: Psychology]]

[[Category: Psychology]]