Education Studies: Child Development and Social Expectations Essay

This essay provides a comprehensive analysis of childhood, exploring its evolving definition and societal implications. It begins by examining the historical context, particularly focusing on the eighteenth century and the Age of Enlightenment, which brought about a shift in how children were perceived and treated. The essay contrasts this with earlier periods where children were often viewed as young adults. It delves into the perspectives of key thinkers like Jean Jacques Rousseau and John Locke, who offered influential theories on child development and education. Furthermore, the essay highlights the differences between children and adults in terms of knowledge, responsibility, and social expectations, emphasizing how these distinctions shape their roles within society. The essay concludes by underscoring the interdependence between children and adults, while noting the legal and physical differences that define their respective positions.

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EDUCATION STUDIES
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Education studies
Different societies are organized depending on their norms, ideals and daily activities.
Modernization has had a huge influence on the child and hence the society has been forced to
rethink its strategies in raising and handling a child. The many factors surrounding the child
affect their way of thinking, their behavior, speech patterns and reactions to different situations
(Archard 2014, pp. 44). The study of spatiality opens up an opportunity for the society to study
and analyze contemporary upbringing and its institutions. An understanding into the child’s
uniqueness and conduct promotes better relationship between the society and children. An
analysis into the differences between an adult and a child reduces the room for error when it
comes to handling children, while at the same time giving a deeper understanding into their lives.
What is a child? This is a simple yet very broad and elastic topic of discussion; with
debates waged across the globe on which margins really define the term young person. It is not
only elusive but also complex in nature, with multiple layers and constantly changing (Horne
2016, pp.39). When discussing the term childhood, many factors come into place such as
context of argument, geographical area in discussion, historical and economic background, social
constructions, the time or era of analysis (Plastow 2014, pp. 24). It is important to understand
the term child in its social constrictions, with considerations on the biological compositions in
order to avoid repeating history when it comes to patterns of child abuse. Without definite and
universally agreed boundaries of who a child is, a child faces social threats. Up to 500 to 600
years ago, children were categorized as young adults; hence they were subjected to the same
treatment as adults, only to a lesser extent (Plastow 2014, pp. 26) .

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The Eighteen Century Child
In the early eighteen century, a debate was fast rising among scholars on who a ‘child’
was. With the explosion and rise of the age of enlightenment, the search for knowledge brought
about the question of where the child really belonged and the difference between a child and an
adult. In the earlier centuries, children were commonly neglected in studies and little to no
concern was shown to their learning and wellbeing (James and Prout 2015, pp.34). The new
expression of awareness in the interests of children was mainly supported by the rise of a new
group of middle class affluent men who took keen interest in the distribution of Enlightenment
schools of thinking. A shift was taking place in the social order with keen attention given to the
welfare and study of children (TESAR and PETERS 2017, pp.15). This resulted with the middle
class investing both their time and resources in the infantile. This shift was brought about by the
notion that children would eventually be the advancement the society needed in terms of
development, progression, reformation and improvement (Woodhead 2015, pp. 76). This was
brought about by the scholastically notion that children are different and unique beings separate
from adults.
The Eighteen century was referred to as the golden age with the methodological, deep
analysis and advancement in both scientific developments and economical fields (Keddell 2013,
pp. 22). The affairs of children were not left behind, as there raised a group of writers who were
dedicated to publishing children’s books for commercial use, the opening up a children’s toy
stores in London. These books provided a wide range of topics, educational games, children’s
plays, basic knowledge stories and simple titles (Archard 2014, pp. 46).

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An example of such books is Rational Sports in Dialogues among Children written by
Lady Eleanor, Economy of Charity by Sarah Trimmer and A Little Pretty Pocket-Book by John
Newbery. And also there the common books which still dominate children literature today
namely Cinderella, Jack-the-Giant-Killer, Fortunatus among others. These books were aimed at
improving the child’s knowledge about life while at the same time arousing curiosity in their
young growing minds. The topics commonly tackled during this early age of child enlightenment
were a success, hard work, and small acts of help, prosperity, bravery and at times leadership
(Woodhead 2015, pp. 79).
Children’s literature before Age of Enlightenment
We can have a brief analysis of the literature written before the age of enlightenment that
shows some of the writing done for children. During the medieval period, The Canterbury Tales
by Geoffrey Chaucer and the poem Beuwulf by an unknown author were the most famous works
which depicted courage and bravery. The Renaissance Era was notably characterized by the
classical literature of William Shakespeare, art and philosophy. Books published during that era
include Henry IV Parts 1 and 2 by William Shakespeare and the poem The Faerie Queene by
Edmund Spenser. During the age of Restoration, the book The Pilgrim’s Progress by John
Bunyan and the poem Paradise Lost by John Milton dominated the young people’s reading
categories.
When talking about an adult, the question of knowledge comes into the picture.
Knowledge is the basic distinction between a child and an adult. This refers to the level of
knowledge one possesses. In simple terms, an adult is someone over the age of 18 years legally,

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who is fully developed physically (Buckingham 2013, pp. 70). This person is regarded as
autonomous, self-reliant and answerable to their choices and decisions.
A modern child
Children are not intrinsically naive and uninformed, but they are rather engaged in
manufacturing sense in their daily lives (James and Prout 2015, pp. 37). They enthusiastically
bargain challenging discourses that they come across in order to represent themselves as
intellectual beings. This means that contrary to common discussions and debates, children are
aware of what is happening around them. This may not be to the fullest extent but they have an
understanding of their immediate environment (Dahlberg and Hultqvist, 2013, pp.12). This helps
in the nurturing their inborn knowledge and giving them the chance to make sense of their
environment through the discovery process. This theory was introduced and theorized by two
thinkers namely Jean Jacques Rousseau (1712-1778) and John Locke (1632-1704). Although the
two differed in some ways, they also agreed on the school of thought that children thrived best
when given the chance to discover for themselves (Buckingham 2013, pp. 72).
Jean Jacques Rousseau was a French philosopher who theorized the school of thought
that children are born ‘inherently good’. Societal influence spoils this goodness. He argued that
education should commence at birth while using the right methods of teaching. This is because a
child's mind is different from an adults mind and hence it needs the right teaching methods.
Rousseau promoted the use of natural teaching methods found in their immediate environment.
He advocated for parents to let their children learn by themselves and help nurture their areas of
interests. His theories are still used today in most institutions, as they are relevant and important.

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John Locke developed the idea that children were born Tabula Rasa or Blank Slate. This
means that when coming to the world, their minds are empty and they learn through experience.
This knowledge is then converted into understanding through reasoning. He argues that children
should be given the opportunity and freedom to learn and discover for themselves without
external interference. According to them, a punishment was unnecessary and should only be used
in the most moderate forms when necessary, Adults are role models to children through their
actions and conduct (Woodhead 2015, pp. 82).
Adult versus child
In command hierarchy, children are placed below adults. They are not allowed to have
any responsibility and authority. This is because they are considered not uninformed but rather
naïve, possessing no knowledge of how power is managed (Dahlberg and Hultqvist, 2013,
pp.13). Children are incapable of making hard decisions as they cannot tell right from wrong. In
matters of social governance, they do not know how social structures operate. The burden of
governance has been left solely on the hands of adults. This is because they are seen as the
custodians of morals whose experience and education gained give them the right tools to govern.
A widespread knowledge dictates that in matters of governance, children should remain quiet
(Archard 2014, pp. 47).
However, from a young age, children are trained by adults in the ways of leadership and
how to effectively assert authority. This implies that children are constantly being equipped with
the necessary tools and knowledge so that they can one day become leaders. Through exposure
to different situations, children understand right from wrong (Cottam and Espie 2014, pp. 321).
They learn to make the best choice in a situation and avoid making unnecessary mistakes. This

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breeds them to maturity, grows their skills and mental capabilities (Hutchby and Moran-Ellis
2013, pp. 6). The ability to make a difficult but appropriate decision from multiple choices
presented differentiates a child from an adult. Once a child reaches maturity, legally the age of
18 years, they are regarded as mature people and allowed to exercise he constitutional right of
voting (Carpenter 2016, pp. 13).
Culturally, children are expected to behave in a specific way while adults conduct is
dictated in a certain way. It is common to hear an adult is referred to as ‘being childish' or a
child described as ‘acting too mature for their age', when they go against the societal prospects
(Cottam and Espie 2014, pp. 329). This implies that the society expects certain behaviours from
adults dissimilar from children. Due to experience and acquired knowledge, adults are expected
to make right choices. Mistakes are often unforgivable in adults because of the wealth of
knowledge they possess and hence when they error, they are held accountable for their actions.
Adults are expected to follow laid down laws, rules and regulations without deviation, and are
the guardians of morality (Cottam and Espie 2014, pp. 335).
On the other hand, children are given the freedom to learn from their mistakes. When
they make mistakes, they are gently corrected and told the right thing to do (Robinson 2013, pp.
27). This stems down from the belief that they do not know right from wrong, hence cannot
make informed choices. A child is believed to be lacking in knowledge and constantly learning,
hence the society is tasked with ensuring that the right skills are instilled into the child when they
are still young (Carpenter 2016, pp. 17).
Interdependence is a common concept in the society today because human beings depend
on each other for survival (Flegel 2016, pp. 44). However, a child shows more dependency than

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an adult. This is because children are helpless and incapable of providing for themselves basic
needs and hence they require guardians to watch over their affairs. Parents have legal authority
over children; hence they are tasked with making decisions for children (Hutchby and Moran-
Ellis 2013, pp. 8). Matters concerning education, morality, protection, rights and responsibilities,
marriage and careers are left to the adults to decide. Once a person reaches the legal age of
maturity, they acquire the right to exercise control over their affairs and are held accountable for
their actions (Robinson 2013, pp. 29). This differentiates an adult from a child, in respect to age
and laws.
The physical characteristics of adults and children are other distinguishing factors.
Children are generally tiny in stature, feeble, demanding a unique diet, more susceptible to
illnesses hence demanding extra care. In addition, they are probing, simple-minded, sloppy,
innocent, and naive. Adults, on the other hand, are physically powerful, cultured, knowledgeable,
able to survive in adverse conditions, have strong immunity, refined and critical.
Children rarely question authority and decisions are generally imposed on them. This is
because they are regarded as uninformed well enough to make informed decisions. Their brain is
more open to learning and is susceptible to moral corruption if influenced negatively (Street
2013, pp. 25). Adults are more informed and rigid in their decision-making capabilities. They
validate any information presented based on their values and beliefs and draw knowledge from
many experiences. Adults are capable of passing on knowledge to learners and hence some are
teachers, professors, leaders, lecturers among others. This huge wealth of knowledge is acquired
from both learnings in schools and experience. Children have no experience to draw information
from and hence they depend solely on adults in decision-making processes. Adults are
accountable for their actions and look for ways to solve problems. A child will look for ways to

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pass on blame and rattle about mistakes when done. They blame others for their wrongdoing and
require help in solving problems.
Learning institutions
Many childhood institutions have adopted the teachings and methods of John Locke and
Jean Jacques Rousseau. Teaching centres are organized to cater for the educational needs of a
certain age gap. In most societies in the world, the education system has been tailor-made to
cater for all developmental needs of a child. Learning normally starts at home when a child is
young, whereby they are taught the basic etiquette of taking care of themselves, being kind, basic
language skills like greetings. Upon reaching three years in most countries, formal education
starts in schools. This runs from pre-schools to university levels of education. Each step caters to
the needs of that age gap, which allows for a child to be properly nurtured in all aspects (Aitken
2015, pp.114). Learning institutions follow a given curriculum which has been carefully
analyzed and developed by specialists, with special attention given to learners needs.
Education centres offer a wide range of materials and knowledge which help develop a
child spiritually, intellectually, analytically, socially and culturally (Burman 2016, pp.61).
Teachers in these institutions are specially trained to understand and properly guide the young.
They are expected to strictly abide by a given code of conduct while following the authorized
syllabus (Greteman and Wojcikiewicz 2014, pp. 543).
There are also institutions which offer adult education and they are separate from the
young people’s institutions. This is due to the difference in the content being taught as well as
the educational needs of the learners. Learners in adult education institutions are expected to be

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mature and act in a certain manner. These adult institutions can be either for higher learning or
offer special education to the aged who are illiterate or challenged.
The social structures, political stability and economic background of a region determine
how advanced educational institutions are. Areas with poor economic background are less
concerned with learning compared to the ones which are economically stable. This disparity is
brought upon by the difference in needs in a society (Burman 2016, pp.63). A poor economic
society has little regard for education and hence school enrolment is low. The opposite is true.
Holloway and Valentine coined the term spatial discourses to imply the studies done on
children by adults. This idea rests on the assumption that children are a social group which is
defined by specific characteristics which are worth studying in matters concerning political
affairs, traditions and moral values. Different stages of a child life are marked by diverse
conditions ranging from sexual characteristics, family unit and category (Kronick and Rousseau
2015, pp. 472). Children as a social group are influenced in the following ways
Social interactions
This is promoted from one child to another by providing an environment where children
can have contact. Communication among children develops their speech skills and conduct in
groups (Kronick and Rousseau 2015, pp. 478). Learning institutions provide a safe and open
environment for such interactions free from outside interference. A balance is maintained by
parents and teachers in terms of the time one spends with a child. Interactions help control
behaviour in children and encourage growth. Competition in-class activities and games are also
healthy for physical and developmental growth in a child (Jones and Sumner 2018, pp. 5). Older
students in school at times provide good role models to the young. In schools, children are placed

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in classrooms to ensure discipline as students learn in a controlled environment and also for
learning to take place.
Social identity
Schools provide an environment where a child can develop their talent and nurture skills
(Featherstone, Morris, White and White 2014, pp. 12). A child is able to discover their areas of
interest and strengths. Through the formation of friendships and interactions, social groups are
formed like the academically gifted, those leaning towards games and sports activities, those
talented in theatre among other groups (Jones and Sumner 2018, pp. 8). Shy and weak students
are encouraged to try out new activities which improve their courage such as public speaking and
debates (Blundell 2014, pp. 121).
Technology
With the advancements in technology, school and home are not the only platforms where
one can socialize. Social media is both an interactive and informative tool for a child. In social
media platforms such as Facebook, Twitter, Youtube and Instagram give the young minds a
variety of materials for learning and some children develop new interests from these influences
(Gelderblom 2014, pp. 37). Although it can be destructive to a young mind especially when used
in an uncontrolled environment, it also has a big positive influence on a learner. Technology as a
learning and interactive tool is essential for the modern child.
Parenting culture
This entails the child's life at home. Childcare decisions in a household for school-going
children influence the character and behaviour of a child. Social cultures between parents and

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older siblings have a great impact on how a child behaves. Good parenting raises positive and
disciplined children while children in homesteads with little parental guidance are more likely to
exhibit negative behaviour patterns such as rudeness (Gelderblom 2014, pp. 39). Good parenting
also controls the internet content a child will access. This ensures that children have no access to
improper material content such as pornography (Ideland 2016, pp. 40). It is important for any
child to have present and participative parents.
Conclusion
The study and understanding of children had been a back seat to other areas of study. The
rise of the age of enlightenment brought up new concerns on the affairs of the child and his place
in the society. This renewed interest brought up a new breed of scholars who were much
interested in the affairs of the child. This led to new schools of thoughts which promoted the
place of the child in the society. Discussions arose on the difference between a child and an adult
and areas in which they differ.
This paper analyses the place of the child in the society. First, it looks at the divergence
of childhood studies and the milestones taken by the society in an attempt to understand a child.
There is also a discussion on the areas of difference between adults and children, from physical
characteristics to emotional capability. The paper finally critically analyzes the social factors and
institution which affect a child and gives some control measures for the betterment of the society.
This field of study is broad and spatial studies give an opportunity for the analysis of
children geographies in a safe and controlled environment. It is important for the society to
understand the characteristics of the modern child and the factors which influence their
development. Research and development of relevant structures dealing with children affairs is a