Five. Historical Reframing of Childhood

  1. Peter K. Smith2 and
  2. Craig H. Hart3
  1. Willem Koops

Published Online: 22 FEB 2011

DOI: 10.1002/9781444390933.ch5

The Wiley-Blackwell Handbook of Childhood Social Development, Second Edition

The Wiley-Blackwell Handbook of Childhood Social Development, Second Edition

How to Cite

Koops, W. (2010) Historical Reframing of Childhood, in The Wiley-Blackwell Handbook of Childhood Social Development, Second Edition (eds P. K. Smith and C. H. Hart), Wiley-Blackwell, Oxford, UK. doi: 10.1002/9781444390933.ch5

Editor Information

  1. 2

    Goldsmiths, University of London, London, England

  2. 3

    Brigham Young University, Provo, UT, USA

Author Information

  1. Utrecht University, Utrecht, The Netherlands

Publication History

  1. Published Online: 22 FEB 2011
  2. Published Print: 3 DEC 2010

ISBN Information

Print ISBN: 9781405196796

Online ISBN: 9781444390933

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Keywords:

  • historical reframing of childhood;
  • philosophical foundation of developmental thinking - in understanding children;
  • role of Enlightenment - thinking in terms of “progress” and development;
  • cultural history of childhood and child development - assumption since Rousseau;
  • “Epilogue” of Israel's book - “Rousseau, Radicalism, Revolution”;
  • Rousseau, felt that children - should be taken “back to nature”;
  • Émile and schooling - model school, and a teacher-training school, by educationalist Johann Basedow;
  • Philanthropines, adopting principles from Rousseau - making them more bourgeois;
  • progress in Enlightenment and Romanticism;
  • child development - in Enlightenment and Romanticism

Summary

This chapter contains sections titled:

  • Introduction

  • Enlightenment

  • Rousseau's Émile

  • Émile and Schooling

  • Progress in Enlightenment and Romanticism

  • Child Development in Enlightenment and Romanticism

  • Infantilization According to Ariès

  • The Disappearance of Childhood

  • New Possibilities?

  • Acknowledgments

  • References