Commonalities and diversities within the notion of childhood
Commonalities of Childhood
- Definition: Features shared by children everywhere due to their structural position as children.
- Universal developmental stages: infancy → early childhood → middle childhood → adolescence.
- Basic needs: care, protection, love, and learning opportunities.
- Learning pattern: curiosity, play, and active exploration are common learning modes.
- Vulnerability: dependence on adults for survival and guidance.
Diversities of Childhood
Diversities refer to how children’s lived experiences differ within and across societies.
- Cultural variations: expectation of play vs early responsibilities.
- Economic factors: developing vs developed contexts; but also rich and poor within each country.
- Family & social structure: joint vs nuclear families; gendered expectations.
- Historical & political context: concept of childhood changes over time and with policy (e.g., education laws, child protection).
- Access to education & resources: schooling, leisure, technology vary widely and shape childhood.
Key point: Even developed countries have poor children, and developing countries have wealthy children — thus variation persists everywhere.
Research Insight
Research shows children value inclusion and participation more than material resources.
Feelings of exclusion, embarrassment, or shame (when unable to join peers) strongly affect well-being.
(Wordsworth, McPeak & Feeny, 2005; Redmond, 2008 — cited in Marrow, 2011)
Marrow (2011): “We need to respect the dignity and self-worth of all children. Understand children’s lives from their own viewpoints. Speak of a diversity of children’s experiences rather than a single universal childhood.”
Quick Summary
| Aspect | Commonalities | Diversities |
|---|---|---|
| Nature | Biological & developmental | Socio-cultural & economic |
| Needs | Care, protection, play | Varying access to resources & services |
| Example | All children learn through play | Urban vs rural; rich vs poor childhoods |
Educational Implications (For Teachers)
- Recognize multiple childhoods and avoid a single “ideal” standard.
- Respect each child’s dignity and viewpoint.
- Create inclusive classrooms that promote equal participation.
- Provide support sensitive to cultural and economic differences.