Child Upbringing in the Western World

byAFasogbon

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1 year ago

One of the central tenets of western childrearing is the idea that childhood is a unique period of life that requires special treatment. According to French historian Philippe Ariès, widely regarded as the father of the modern history of childhood, the emphasis on the development of godly laity in the new Protestant and Counter-Reformation churches began in the seventeenth century, when the separation of Christendom followed the Reformation. In his seminal 1960 book, L'Enfant et la Vie Familiale sous l'Ancien Régime, he made the case that only then were children of all social classes given their own separate space and no longer played with adults, learned the same games, or developed an interest in sex at an early age. This view of childhood as a time of innocence and vulnerability that must be shielded from the harsh realities of adulthood was propagated by Enlightenment thinkers of the eighteenth century, who advocated for a more humane and logical approach to education and socialisation. They placed an emphasis on children's inherent worth and potential for growth and development. Also criticised were the commonplace practises of physical punishment in schools and memorization by rote at home. They proposed more gentle and engaging methods of teaching and correcting children, such as using positive reinforcement and rewards, appealing to children's curiosity and reason, and providing children with age-appropriate toys and books.

The western world's economic and social conditions shifted dramatically during the nineteenth-century Industrial Revolution, and these shifts had an impact on parenting practises. One positive impact of industrialization was the expansion of educational and occupational opportunities for young people, especially those from disadvantaged socioeconomic backgrounds. On the other hand, it opened them up to new risks and difficulties, such as long working hours, low pay, hazardous working conditions, exploitation, abuse, and accidents. Since people started realising how serious these issues were, many reforms and movements have emerged to protect and advance children's rights. Charitable organisations were founded to aid orphaned or homeless children, and child protection agencies were set up to intervene in cases of child abuse or neglect. For instance, legislation prohibiting or restricting the employment of minors in certain occupations is an example of child labour laws. In addition, laws requiring children to attend school were enacted to guarantee that they would receive some form of formal education.

By the late nineteenth century, at least among the majority of the well-to-do, children were seen as fragile, innocent vessels, and their upbringing was seen as both the responsibility of the state and the family. Any study of children and child rearing in the non-Western world in the late nineteenth and early twentieth centuries will inevitably be set against the impact of this still-nascent conception of childhood on conventional beliefs and practises. The idea of childhood in the West was not a static thing. The Western, child-focused conception of childhood that came to dominate global consciousness in the second half of the nineteenth century was itself evolving, improving, and the subject of heated debate throughout the century.

Some of the most influential discussions and movements of the 20th century on western childrearing included:

The emergence of scientific fields dedicated to the study of child development and behaviour, including psychology, sociology, anthropology, pedagogy, and medicine. These fields developed novel theories and practises that altered the way adults worked with and thought about children. Examples include the theories of Freud's psychoanalysis, Piaget's cognitive development, Skinner's behaviourism, Montessori's educational philosophy, Spock's permissive parenting style, Bowlby's attachment theory, Kohlberg's moral development, Erikson's psychosocial development, etc. New consumer markets and service needs for kids arose alongside the proliferation of mass media. Toys, games, books, clothing, food, entertainment, instruction, medical care, etc. fall into this category. Kids' tastes and preferences were reflected in the products they purchased, making them both consumers and producers.

Media such as television, radio, movies, magazines, comic books, etc. provided additional potential influences on their beliefs, opinions, and actions. The effect that war and conflict have on children's lives and wellbeing Wars such as World War I and II, the Cold War, Vietnam, Korea, the Gulf War, Iraq, etc. are included. As a result of these occurrences, children were exposed to violence, trauma, displacement, deprivation, and loss. They took part in anti-authoritarian movements, anti-war demonstrations, aiding refugees, and other forms of activism and solidarity. The emergence of social movements and ideologies that contested or altered conventional wisdom about raising children Feminism, civil rights, environmental protection, human rights, gay rights, etc., are all examples. These ideologies and movements fought for kids' and parents' rights to enjoy more autonomy, diversity, and equality.

They also raised doubts or offered criticism of some commonly held beliefs or practises in the realm of child rearing, including those related to gender roles, racial stereotypes, authoritarian discipline, and so on. In the twenty-first century, western child rearing faces new opportunities and challenges because of globalisation. Increasing communication and cooperation between people and regions all over the world is what we mean when we talk about globalisation. There are many factors at play, including the economy, politics, culture, society, environment, etc. Some ways in which globalisation has altered western parenting practises are as follows:

The rise of multiculturalism and diversity in Western societies is due to migration and immigration. This means that kids today are more likely to interact with people from a wide range of ethnicities, nationalities, religious affiliations, and other characteristics. This can have positive effects on their growth and education, but it can also lead to tension and miscommunication. It also calls for parents and teachers to be more sensitive to and accepting of their students' and their families' wide range of cultural backgrounds, beliefs, and practises.

The rise in global mobility and travel is due to advances in transportation and communication. That's great news because it means more opportunities for kids to travel and settle in other parts of the world for reasons like school, work, play, etc. While this can give them a broader worldview, it can also present difficulties like adjusting to an unfamiliar environment or integrating with the locals. It also necessitates that parents and teachers equip children with the necessary skills and competencies, such as language, intercultural communication, etc., to thrive in a globalised world.

Due to the shifting expectations of the global economy and society, children are under greater levels of competitive pressure. Because of this, youngsters today face increased levels of pressure and anxiety in both their academic and personal spheres. They need to do well on standardised tests, in school, in college, in their careers, etc. Students have the added challenge of juggling the many demands of school, extracurriculars, hobbies, friends, and family. It's the job of parents and teachers to help kids thrive by giving them direction, positive reinforcement, and opportunities.

The proliferation of ICTs (information and communication technologies) has increased the impact of digital media on young people. This means that more resources, including the internet, social media, online platforms, etc., are available to children. Computers, smartphones, tablets, games, and so on are just some of the many resources available to them. Email, texting, video chatting, online communities, etc. all give them more opportunities to connect with others and share information. It's also important for parents and teachers to keep an eye on their kids' digital activity and limit their time spent online.

In conclusion, raising a child in modern Western societies is both a product of and a contributor to those societies' historical and cultural milieus. Beliefs, values, practises, expectations, theories, methods, products, services, events, movements, ideologies, and so on all play a role in shaping it. It is important for parents and educators to understand and appreciate the diversity and complexity of child upbringing in the western world and to adapt and respond positively and constructively to its changes and challenges, such as diversity, mobility, competition, pressure, digitalisation, etc.