Past and Contemporary Attitudes towards Childhood Development (Term Paper Sample)

Past and Contemporary Attitudes towards Childhood Development
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Past and Contemporary Attitudes towards Childhood Development
Introduction
Childhood development in various periods indicates a connection between the past life and the contemporary living conditions of children. The transition of gathering and hunting economies to the current informational economy has been accompanied by various changes that prioritize children as humans and establish laws that protect the children. In the medieval period, children experienced a worse development challenge, and only a few grew to their first birthday. They experienced brutish, nasty, and short-lived life. More so, society considered them as imperfect humans. The first historian to document childhood historical development was Philippe Aries in 1960. He revealed that in Medieval Europe, the issue of childhood did not exist (Wilson, 1980). Aries also find instances of brutality towards children, especially being introduced into adults' world at an early. For instance, children were used for sexual exploitation and as labor market commodities. The concept of childhood did not exist, and no special treatment did the children get. However, in the late 16th century and early 1600, the attitude towards children began to change, and the concept of childhood become a social matter. Since then, diverse developments have characterized childhood, and many legislations have been developed to protect children.
Childhood Development between 20th and 21st Century
The attitude towards childhood changed in 1900 when society started to recognize children as an important age group. Family protection was prioritized, and children were expected to have basic needs, such as education and healthcare. The period was characterized by the vilification of the concept of child marriage, as some societies and human rights organizations began to condemn the act. They compelled the governments to oppose early marriages because of the disproportionate effect on children and that it did not occur with the children's consent. It was forceful. There was a general belief that children only become disciplined when they receive corporal punishment. The idea was later challenged because such punishments harmed the children and turned them into bullies, depressed, and aggressive individuals. Consequently, the government enacted policies condemning corporal punishments. Other essential developments were terrorizing children and rigid schedules. The upbringing of children is not only the family's role, but it has become the responsibility of the government. Terrorizing children and compelling them to do a specific act is illegal; they must not be coerced but should be persuaded. Similarly, the routines of children need to be flexible both at home and in pre-schools. The legal protection and child rights changed how families handled their children; for instance, the law on compulsory education forced every parent to ensure that children get a basic education. Parents had no complete authority over children as the law commanded how they should be treated.
Congenital anomalies have become a contemporary childhood concern. They mostly emerge from premature births by children and have been the leading causes of infant deaths. Apart from premature births, congenital disabilities are associated with maternal nutritional status and demographic factors. However, congenital disabilities affect the whole of children. Children with such disabilities require additional care; thus, their families experience the burden of care. They also face social discrimination. The government has developed laws to protect such children; for example, UAE has Federal Law No. 29 of 2006 that protects people with disabilities.
Health promotion is a practice that has gained momentum, especially on the health of the child. In previous societies, promotions did not focus on children. The Greek antiquity show