ROOM 1

The Concept of Childhood in Western

Countries
TÚ

The history of childhood has been a heated topic in social history since the highly
influential book Centuries of Childhood’, written by French historian Philippe Aries,
emerged in 1960 (Q1). He claimed that ‘childhood’ is a concept created by modern
society.

Whether childhood is itself a recent invention has been one of the most intensely
debated issues in the history of childhood. Historian Philippe Aries asserted that
children were regarded as miniature adults, with all the intellect and personality
that this implies, in Western Europe during the Middle Ages (up to about the end of
the 15th century (Q8). After scrutinizing medieval pictures and diaries, he concluded
that there was no distinction between children and adults for they shared similar
leisure activities and work; However, this does not mean children were neglected,
forsaken or despised, he argued. The idea of childhood corresponds to awareness
about the peculiar nature of childhood, which distinguishes the child from adult,
even the young adult (Q2). Therefore, the concept of childhood is not to be
confused with affection for children.

NGỌC

Traditionally, children played a functional role in contributing to the family income

in the history. Under this circumstance, children were considered to be useful. Back
in the Middle Ages, children of 5 or 6 years old did necessary chores for their
parents. During the 16th century, children of 9 or 10 years old were often
encouraged or even forced to leave their family to work as servants for wealthier
families or apprentices for a trade.

In the 18th and 19th centuries, industrialisation created a new demand for child
labour; thus many children were forced to work for a long time in mines, workshops
and factories. The issue of whether long hours of labouring would interfere with
children’s growing bodies began to perplex social reformers. Some of them started
to realise the potential of systematic studies to monitor how far these early
deprivations might be influencing children’s development.
HOA

The concerns of reformers gradually had some impact upon the working condition
of children. For example, in Britain, the Factory Act of 1833 signified the emergence
of legal protection of children from exploitation and was also associated with the
rise of schools for factory children. Due partly to factory reform, the worst forms of
child exploitation were eliminated gradually. The influence of trade unions and
economic changes also contributed to the evolution by leaving some forms of child
labour redundant during the 19th century. Initiating children into work as ‘useful’
children was no longer a priority, and childhood was deemed to be a time for play
and education for all children instead of a privileged minority. Childhood was
increasingly understood as a more extended phase of dependency, development
and learning with the delay of the age for starting full-time work- Even so, work
continued to play a significant, if less essential, role in children’s lives in the later
19th and 20th centuries. Finally, the ‘useful child’ has become a controversial
concept during the first decade of the 21st century, especially in the context of
global concern about large numbers of children engaged in child labour.

The half-time schools established upon the Factory Act of 1833 allowed children to
work and attend school. However, a significant proportion of children never
attended school in the 1840s, and even if they did, they dropped out by the age of
10 or 11. By the end of the 19th century in Britain, the situation changed
dramatically, and schools became the core to the concept of a ‘normal’ childhood.

NGÂN

It is no longer a privilege for children to attend school and all children are expected
to spend a significant part of their day in a classroom. Once in school, children’s
lives could be separated from domestic life and the adult world of work. In this way,
school turns into an institution dedicated to shaping the minds, behaviour and
morals of the young. Besides, education dominated the management of children’s
waking hours through the hours spent in the classroom, homework (the growth of
‘after school’ activities), and the importance attached to parental involvement.

Industrialisation, urbanisation and mass schooling pose new challenges for those
who are responsible for protecting children’s welfare, as well as promoting their
learning. An increasing number of children are being treated as a group with unique
needs, and are organised into groups in the light of their age. For instance, teachers
need to know some information about what to expect of children in their
classrooms, what kinds of instruction are appropriate for different age groups, and
what is the best way to assess children’s progress. Also, they want tools enabling
them to sort and select children according to their abilities and potential.

ROOM 2

The Concept of Childhood in Western

Countries
ANNA

The history of childhood has been a heated topic in social history since the highly
influential book Centuries of Childhood’, written by French historian Philippe Aries,
emerged in 1960. He claimed that ‘childhood’ is a concept created by modern
society.

Whether childhood is itself a recent invention has been one of the most intensely
debated issues in the history of childhood. Historian Philippe Aries asserted that
children were regarded as miniature adults, with all the intellect and personality
that this implies, in Western Europe during the Middle Ages (up to about the end of
the 15th century). After scrutinizing medieval pictures and diaries, he concluded
that there was no distinction between children and adults for they shared similar
leisure activities and work; However, this does not mean children were neglected,
forsaken or despised, he argued. The idea of childhood corresponds to awareness
about the peculiar nature of childhood, which distinguishes the child from adult,
even the young adult. Therefore, the concept of childhood is not to be confused
with affection for children.

CHỊ PHƯƠNG

Traditionally, children played a functional role in contributing to the family income

in the history. Under this circumstance, children were considered to be useful. Back
in the Middle Ages, children of 5 or 6 years old did necessary chores for their
parents. During the 16th century, children of 9 or 10 years old were often
encouraged or even forced to leave their family to work as servants for wealthier
families or apprentices for a trade.

Theo truyền thống, trẻ em đóng một vai trò cần thiết trong việc đóng góp vào thu nhập của gia đình
trong lịch sử. Dưới hoàn cảnh này, trẻ em được coi là hữu ích. Quay trở lại thời Middle, trẻ em 5 hoặc
6 tuổi đã làm những công việc cần thiết cho cha mẹ. Trong thế kỷ 16, trẻ em 9 hoặc 10 tuổi thường
được khuyến khích hoặc thậm chí bị buộc phải rời gia đình để làm người hầu cho các gia đình giàu
có hơn hoặc học việc để buôn bán.

In the 18th and 19th centuries, industrialisation created a new demand for child
labour; thus many children were forced to work for a long time in mines, workshops
and factories. The issue of whether long hours of labouring would interfere with
children’s growing bodies began to perplex social reformers. Some of them started
to realise the potential of systematic studies to monitor how far these early
deprivations might be influencing children’s development.

Trong thế kỷ 18 và 19, công nghiệp hóa đã tạo ra nhu cầu mới cho lao động trẻ em; do v nhiều trẻ em
bị buộc phải làm việc trong một thời gian dài trong hầm mỏ, xưởng và nhà máy. Vấn đề liệu lao động
nhiều giờ liệu rằng có cản trở cơ thể đang phát triển của trẻ em bắt đầu làm rắc rối các nhà cải cách
xã hội hay không. Một số người trong số họ bắt đầu nhận ra tiềm năng của các nghiên cứu có hệ
thống để theo dõi mức độ ảnh hưởng của những thiếu thốn sớm này đến sự phát triển của trẻ em.

TRACY

The concerns of reformers gradually had some impact upon the working condition
of children. For example, in Britain, the Factory Act of 1833 signified the emergence
of legal protection of children from exploitation and was also associated with the
rise of schools for factory children. Due partly to factory reform, the worst forms of
child exploitation were eliminated gradually. The influence of trade unions and
economic changes also contributed to the evolution by leaving some forms of child
labour redundant during the 19th century. Initiating children into work as ‘useful’
children was no longer a priority, and childhood was deemed to be a time for play
and education for all children instead of a privileged minority. Childhood was
increasingly understood as a more extended phase of dependency, development
and learning with the delay of the age for starting full-time work- Even so, work
continued to play a significant, if less essential, role in children’s lives in the later
19th and 20th centuries. Finally, the ‘useful child’ has become a controversial
concept during the first decade of the 21st century, especially in the context of
global concern about large numbers of children engaged in child labour.

The half-time schools established upon the Factory Act of 1833 allowed children to
work and attend school. However, a significant proportion of children never
attended school in the 1840s, and even if they did, they dropped out by the age of
10 or 11. By the end of the 19th century in Britain, the situation changed
dramatically, and schools became the core to the concept of a ‘normal’ childhood.

TÂM
It is no longer a privilege for children to attend school and all children are expected
to spend a significant part of their day in a classroom. Once in school, children’s
lives could be separated from domestic life and the adult world of work. In this way,
school turns into an institution dedicated to shaping the minds, behaviour and
morals of the young. Besides, education dominated the management of children’s
waking hours through the hours spent in the classroom, homework (the growth of
‘after school’ activities), and the importance attached to parental involvement.

Industrialisation, urbanisation and mass schooling pose new challenges for those
who are responsible for protecting children’s welfare, as well as promoting their
learning. An increasing number of children are being treated as a group with unique
needs, and are organised into groups in the light of their age. For instance, teachers
need to know some information about what to expect of children in their
classrooms, what kinds of instruction are appropriate for different age groups, and
what is the best way to assess children’s progress. Also, they want tools enabling
them to sort and select children according to their abilities and potential.