Posted: March 30th, 2022
Sociocultural Perspective on Childhood
“Children’s capacity to choose appropriate behaviour is influenced by their developmental ability, temperament, interactions, life experiences and environmental factors.” (Government of South Australia, 2004)
Children’s behavior is a reflection of a constellation of different factors, including but not limited to: genetics, environment, and epigenetics (the ways in which the environment interacts with and affects biology). The concept of what is a ‘badly’ behaved child is not a universal construct. During the Middle Ages, children were often viewed as potentially malevolent creatures in need of civilizing; in the Victorian era they were often viewed with sentimentality (Porter, 2009, p. 11). Both of these contrasting beliefs have lingered on in our own era, as well as other culturally-constructed ideas, including the notion of children as possessing a limited capability (Porter, 2009, p. 12). Many of our beliefs about childhood are actually quite contradictory, such as the idea that children are the future and must be carefully cultivated so that they mature properly, contrasted with the idea that childhood must be eternally preserved (Porter, 2009, p. 13). All of these assumptions ignore the individual nature of each child and the unique circumstances he or she is born into. The quote above stresses the degree to which a variety of influences shape the child but the concept of appropriate itself is a highly mutable construct.
In earlier eras, the notion that children should be seen but not heard was embraced; today, an entire subculture revolves around entertainment created solely for children and child-safe spaces where children can ‘just be kids.’ Both of these two extremes reflect the extent to which childhood is a culturally-bound notion that changes over time. In the sociocultural concept of childhood, “Knowing’ is linked to ‘doing’ and that the relationship between understanding and social action is symbiotic. The knowledge of everyday life assigns children to childhood by their parents, guardians and other adults … child or childhood is associated with and structured by a variety of assumptions, meanings and understandings that relate to that particular social world” (Kenninson, Goodman, & Metcalf, 2008, p.1). Children do not create the concept of childhood, nor do individual adults; childhood is a cultural product.
The problem with a solely disciplinary focus upon shaping and molding children’s behavior in today’s society is that it does not instill the capacity to choose between right and wrong in the child and does not treat the child like an independent organism; children need a sense of self-efficacy if they are going to be willing to regulate their emotions and engage in cooperative relationships, as is expected of adults in our society (Porter, 2009, p. 13). Sociocultural conceptions of childhood education and childhood stress the contextual nature of adult assumptions about children. Adults are demanded to be equally self-critical of their own assumptions and children must be willing partners in the socialization process. Through this, they are much more likely to attain the type of autonomy that is so prized within our individualistic Western society. While on one hand we prize independence as a culture, many of our assumptions about childhood seem to focus solely upon making children continually dependent upon their caretakers, leading to a constant sense of frustration for both teachers and parents.
The sociocultural perspective, it should be noted, does not deny that there are certain aspects of a child’s education which cannot be changed and are hard-wired into their neurological functioning. For example, all infants seem to be born egocentric in the sense that they have little sense of subjectivity outside of them: an awareness of others, including the sense that others have feelings different from their own only comes with time, along with other developmental constructs such as object permanence (Dougherty, 2009, p. 379-380). There are also certain temperamental components which seem partly genetic and partially learned, like shyness. Although human beings are said to be innately social animals, introversion and extroversion exists on a continuum. Some children are more apt to be outgoing although their parents and experiences with peers can cause this trait to be cultivated or suppressed. Similarly, more introverted children may learn to be more social while if they have similarly introverted parents and negative early experiences, this character trait may be reinforced. The desirability of extroversion or introversion as a trait, however, will vary cross-culturally.
But parenting styles can also encourage or inhibit aggressive or prosocial activities in children: authoritative, authoritarian, and permissive parenting may influence children in different ways: authoritarian parents set reasonable boundaries for their children; they reward positive behaviors but still respect children’s autonomy. In contrast, authoritarian parents are rigid and unyielding in their expectations and give little praise; they take a suspicious view of their children and are inflexible. Permissive parents allow the child to dictate the household and set few limits. And some parents, of course, are virtually uninvolved with their children at all times (Dougherty, 2009, p. 396).
Children from households with authoritative parents tend to have higher self-esteem; in contrast, children from authoritarian households have low self-esteem, given the constant belittling they receive given their inability to conform or meet their parents’ demands. Children with permissive parents often have little sense of being able to gratify their own wishes or the desires of others, given their parents always capitulated to them and children with emotionally absent parents who do not satisfy their needs are more likely to be asocial and hostile (Dougherty, 2009, p. 396). Interaction with parents is not the sole determinant of the child’s behavior — as well as the child him or herself, peers, other relatives, and teachers also have an influence but the sociocultural perspective strives to explain why there is so much variation in children’s behavior, even children from the same society who are subject to similar socialization experiences and expectations.
The sociocultural perspective for understanding childhood behavior is also very useful for unpacking the assumptions attached to why and how children engage in play and how play is viewed within our societal context. Although play is generally viewed as something positive and innate to a normal childhood, there has also been a drive to attach a purpose to the behavior. “Lev Vygotsky viewed play as important in building up mental structures using culturally specific tools, such as language. Albert Bandura saw play as rehearsal and preparation for skills in later life. Jean Piaget allied play to the development of cognition, as an activity that only higher mammals can participate in,” and there have been various attempts to classify play according to a typology (Dougherty, 2009, p. 382). But once again, it must be asked why we as a society demand a reason for play, and why there must be a justification for including it in a child’s daily school routine, versus more obviously productive activities. The idea that children’s education must be structured and ‘work’ and even play must have a practical function is yet another assumption of our society.
Just as views of the value of play for children have shifted and changed, so have views of aggressive behavior in childhood and other negative actions and emotions: once it was assumed that ‘boys would be boys’ and such behavior was normal. A child’s race, religion, or ethnicity may influence the extent to which his or her bullying is viewed as just teasing or as consciously malicious. There may also be unconscious rewards for physically aggressive behavior in boys but not in girls. “Social learning theory tells us that reinforcement is important, i.e. giving rewards for sharing – sweets, money and verbal praise all increase the likelihood of these behaviours being replicated. Social learning theory also points to other factors: the importance of modelling and imitation” (Dougherty, 2009, p. 411). Children who are continually exposed to violent behavior and are taught by example that such behavior is normal (even if they are harshly disciplined for acting out against their parents) are more likely to replicate such behaviors. The media may also play a significant role in shaping children’s perceptions of the world, particularly during early grades when children may have a more pliable sense of what is fact versus fiction (Dougherty, 2009, p. 402).
There have been a number of criticisms of social learning theory. For example, “behaviours such as sharing or helping another child do not happen frequently enough to be reinforced so are not powerful enough to explain adequately the scope and rapid development of moral behaviours in childhood” (Dougherty, 2009, p. 406). There must be a sense of positive reinforcement beyond that of simply replicating behaviors, either because empathy has survived as an evolutionarily useful skill in sustaining the species or because of the pleasures it bestows to the giver. Its critics believe that it gives insufficient weight to biology in terms of shaping the human character. According to Dougherty (2009): while “an emphasis on genetic determinants in general receive little support although we have already seen how temperament is integral to how children respond emotionally to others;” in other words, genetics is not destiny for the child although social influences are not exerted upon a purely blank slate (another model of childhood character and development which has since been rejected (p.11).
Sociocultural conceptions of children’s character may be distinguished from previous views of how character is shaped, such as behaviorism, which sees character as evolving due to a series of shaping rewards and punishments. This does tend to conceptualize character in a very narrow fashion, given that there are few allowances made for individual differences in this construction. The sociocultural perspective naturally produces a different view of how education should function for children as well, given the assumption that there is a need to take into consideration the child’s individual nature, rather than administering a ‘cookie cutter’ behaviorist program in terms of shaping the child’s character. But sociocultural conceptions are also quite distinct from humanist constructs which stress the unerringly positive aspects of children’s character and behavior. The sociocultural emphasis is always upon the dialogue between nature and nurture, and the fact that as culture changes and adapts, so must the ways in which children are socialized. A classroom fifty or a hundred years ago would not necessarily be appropriate for instilling the types of values that children need to embrace today. The sociocultural construction is also a challenge to stage-based assumptions of developmental psychological and moral behavior, given that many of these stages-based theories (such as those of Piaget and Kohlberg) were created in a largely Westernized context and based upon their creators’ assumptions of what constituted a correct trajectory of development.
Assumptions about how children’s behavior should be will continue to change in the future, and parents and educators must likewise change in their responses. This does not deny the need for socialization. However, adults that interact with children (and not just parents or educational professionals) can benefit from being more self-conscious about their point-of-view of what constitutes correct behavior from a child. This can create more realistic and positive experiences with children for both themselves and the children they encounter.
Doherty, J. (2009). The social and moral world of the child. In Child development: Theory
and practice 0-11. London: Longman, 377-423.
Kenninson, P, Goodman, P., Metcalf, C. (2008). Constructing childhood and child abuse
In Children as victims. Exeter: Learning matters, 2008: 1-14
Porter, L. (2008). Contrasting ideas about discipline. In Young children’s behaviour:
Practical approaches for caregivers and teachers. (3rd ed).NSW: MacLennan & Petty, 9-18.
Are you busy and do not have time to handle your assignment? Are you scared that your paper will not make the grade? Do you have responsibilities that may hinder you from turning in your assignment on time? Are you tired and can barely handle your assignment? Are your grades inconsistent?
Whichever your reason is, it is valid! You can get professional academic help from our service at affordable rates. We have a team of professional academic writers who can handle all your assignments.
Students barely have time to read. We got you! Have your literature essay or book review written without having the hassle of reading the book. You can get your literature paper custom-written for you by our literature specialists.
Do you struggle with finance? No need to torture yourself if finance is not your cup of tea. You can order your finance paper from our academic writing service and get 100% original work from competent finance experts.
While psychology may be an interesting subject, you may lack sufficient time to handle your assignments. Don’t despair; by using our academic writing service, you can be assured of perfect grades. Moreover, your grades will be consistent.
Engineering is quite a demanding subject. Students face a lot of pressure and barely have enough time to do what they love to do. Our academic writing service got you covered! Our engineering specialists follow the paper instructions and ensure timely delivery of the paper.
In the nursing course, you may have difficulties with literature reviews, annotated bibliographies, critical essays, and other assignments. Our nursing assignment writers will offer you professional nursing paper help at low prices.
Truth be told, sociology papers can be quite exhausting. Our academic writing service relieves you of fatigue, pressure, and stress. You can relax and have peace of mind as our academic writers handle your sociology assignment.
We take pride in having some of the best business writers in the industry. Our business writers have a lot of experience in the field. They are reliable, and you can be assured of a high-grade paper. They are able to handle business papers of any subject, length, deadline, and difficulty!
We boast of having some of the most experienced statistics experts in the industry. Our statistics experts have diverse skills, expertise, and knowledge to handle any kind of assignment. They have access to all kinds of software to get your assignment done.
Writing a law essay may prove to be an insurmountable obstacle, especially when you need to know the peculiarities of the legislative framework. Take advantage of our top-notch law specialists and get superb grades and 100% satisfaction.
We have highlighted some of the most popular subjects we handle above. Those are just a tip of the iceberg. We deal in all academic disciplines since our writers are as diverse. They have been drawn from across all disciplines, and orders are assigned to those writers believed to be the best in the field. In a nutshell, there is no task we cannot handle; all you need to do is place your order with us. As long as your instructions are clear, just trust we shall deliver irrespective of the discipline.
Our essay writers are graduates with bachelor's, masters, Ph.D., and doctorate degrees in various subjects. The minimum requirement to be an essay writer with our essay writing service is to have a college degree. All our academic writers have a minimum of two years of academic writing. We have a stringent recruitment process to ensure that we get only the most competent essay writers in the industry. We also ensure that the writers are handsomely compensated for their value. The majority of our writers are native English speakers. As such, the fluency of language and grammar is impeccable.
There is a very low likelihood that you won’t like the paper.
Not at all. All papers are written from scratch. There is no way your tutor or instructor will realize that you did not write the paper yourself. In fact, we recommend using our assignment help services for consistent results.
We check all papers for plagiarism before we submit them. We use powerful plagiarism checking software such as SafeAssign, LopesWrite, and Turnitin. We also upload the plagiarism report so that you can review it. We understand that plagiarism is academic suicide. We would not take the risk of submitting plagiarized work and jeopardize your academic journey. Furthermore, we do not sell or use prewritten papers, and each paper is written from scratch.
You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.
We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.
You fill all the paper instructions in the order form. Make sure you include all the helpful materials so that our academic writers can deliver the perfect paper. It will also help to eliminate unnecessary revisions.
Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.
You communicate with the writer and know about the progress of the paper. The client can ask the writer for drafts of the paper. The client can upload extra material and include additional instructions from the lecturer. Receive a paper.
The paper is sent to your email and uploaded to your personal account. You also get a plagiarism report attached to your paper.
PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET A PERFECT SCORE!!!
Place an order in 3 easy steps. Takes less than 5 mins.