Although there is a realization in Western society today that childhood is changing, the topic remains clouded in confusion and contradictory viewpoints. The central question, if and how the nature of childhood itself has changed, has led the author to conduct a metabletic inquiry. Metabletics or the science of change is a human science research approach that incorporates phenomenological methods and seeks to understand a phenomenon by taking its historical development, its social cultural context and relevant synchronistic developments into account. In exploring the changing nature of childhood, historical, metabletic, and phenomenological studies were consulted as well as some selected sources from literature, art, and entertainment that portray the lives of children and, in particular, of boys in the past and in the present. First, a brief historical perspective on the changing nature of childhood from traditional to modern times is presented. This is followed by the concept of modern childhood and its transition to a postmodern childhood. The author aims to describe the essential characteristics of childhood with a focus on boyhood as lived in different historical time periods in order to contribute to a clearer understanding of its changing nature. The present study is exploratory and opens a vast domain that awaits further detailed investigations.
A Metabletic Study
Bonnie S. Kaufman
Review of Vicky Lebeau, CHILDHOOD AND CINEMA
sphere have attracted academic attention only recently; of these phenomena, the changes affecting children and the ways in which urban stimuli altered Bengali childhood have been among the least studied. Parallel to the significant transformations in the
on. 5 The development of a community’s childhood concepts and child-rearing practices is an ongoing process that, for the necessity of brevity, I here will present as three historical stages from about 1870 to 2016. These periods have no firm
scholars work within a constructivist framework which was concretised within childhood studies in the early 1990s ( James and Prout 1990 ). Emphasising the value of children’s own perspectives, this framework positions children as autonomous agents in their
The Case of the Documentary Film Malen’kaia Katerina (Tiny Katerina)
Ivan Golovnev and Elena Golovneva
Translator : Jenanne Ferguson
Ignorant as a child is, he knows more than he can say and feels not only atmospheres but fine shades. —G.K. Chesterton, The Everlasting Man (1986: 236) The theme of childhood continues to be studied in numerous ways in various fields within the
Intergenerational Remembrance in Post-communist Romania
Codruta Alina Pohrib
1970s, Romanian parents are part of “the last communist generation,” the last carriers of direct experiences of communism. Given that the memories of this “bridging” generation are liable to be imbricated with nostalgia for childhood and adolescence
Anthropological Approaches to the Study of Children in the Middle East
Erika Friedl and Abderrahmane Moussaoui
high birth rate fell and keeps falling dramatically, changing family size, family structure and adults’ attitudes toward children; where literacy is expanding and schools modify the very concept of childhood; where changing work patterns alter intra
A Discussion of American Girl Doll Nostalgia
The American Girl brand of historical dolls and books celebrated its twenty-fifth anniversary in 2011. The girls who first played with American Girl dolls in the 1980s and 1990s are now grown women; their nostalgia for the brand is passionate and complicated, and reminiscences from nineteen such women are the focus of this study. Their nostalgic responses are thoughtful and reflective, at turns unabashedly admiring and astutely critical. The women fondly recall American Girl whilst simultaneously criticizing the company for its consumerism and its representations of American history and American girlhood. Their memories show how nostalgia can be ambivalent and contradictory, and how adults can use childhood nostalgia to reinforce and construct identity narratives.
Autistic Children and the Normativity of Play in Postwar France
In postwar France, the definition of play helped to situate the meaning of childhood in a manner that marginalized disabled children from the common understanding of childhood. Three thinkers—Françoise Dolto, Maud Mannoni, and Fernand Deligny—all advocated more nuanced and open definitions of play that allowed for the recognition of disabled children’s forms of play, which often operated outside of social norms. In their practices, each of these thinkers articulated new interpretations of play that expanded its meaning in social and therapeutic contexts. This recognition was important in questioning the isolation of disabled children, in identifying their belonging among other children, and in revealing the changing boundaries of definitions of childhood.