Concepts of Childhood (EDUC20064)

Undergraduate level 2Points: 12.5On Campus (Parkville)

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Overview

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Semester 1
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The last decade of the 20th century saw keen interest by researchers in changing concepts of childhood, stimulated in part by the translation into English in the 1970s of Philippe Aries' influential book, 'Centuries of Childhood'. The subsequent research has drawn on insights from various disciplines, including history, philosophy, education, the arts, literature, law and medicine. This subject examines the questions raised by this continuing body of research and relates them to current understandings of childhood and to recent changes in policies regarding children in diverse local and international contexts.

An indicative list of topics in this subject is as follows: the Aries thesis; 'tabula rasa' views of children, in particular Locke and Skinner; the developmental model of childhood, in particular the contribution of Darwin, Freud and Piaget; childhood innocence and responsibility; the Confucian child; the child as sexual being; the child as a spiritual being; the child as consumer; the postmodern child as active agent in the construction of its own identity. There will be particular attention to the different types of evidence used to substantiate claims about the nature of childhood, such as cultural products including paintings, children's clothing, literature for and about children, educational and the institutions for children and research about children and childhood. In this subject, the United Nations Convention on the Rights of the Child is a starting point for broad investigations into the changing nature of childhood (from someone in need of protection to someone with rights) and the universality of children's rights.

Intended learning outcomes

On completion of this subject, students should be able to:

  • Identify and understand changing historical and contemporary theoretical perspectives on conceptualising childhood
  • Analyse the changing role of specific institutions in constructing contemporary childhoods
  • Explore and understand the ways in which different disciplines have studied and constructed childhood
  • Critically evaluate diverse claims about the nature of childhood drawing from different evidentiary sources.

Generic skills

On completing this subject, students should be able to:

  • Sharpen their analytical skills by identifying and analysing diverse contemporary and historical influences on the study of childhood
  • Enhance their skills of scholarly critique through reading widely in diverse journals and texts
  • Gain improved problem-solving skills through critical engagement with diverse evidentiary sources and their claims about childhood
  • Gain reflective knowledge and understanding of cross-cultural concepts in the study of childhood.

 

Last updated: 9 April 2025

Eligibility and requirements

Prerequisites

None

Corequisites

None

Non-allowed subjects

None

Inherent requirements (core participation requirements)

The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.

Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home

Last updated: 9 April 2025

Assessment

DescriptionTimingPercentage

Reflection Task: A paper critically reflecting on your personal concepts of childhood and initial engagement with the subject theory.

  • 1500 words
Mid semester40%

Written Task: An essay exploring an area of childhood, how children are conceptualised within it and the ways children are limited and empowered by these conceptualisations.

  • 2500 words
During the examination period60%

Attendance

Hurdle requirement: A minimum of 80% attendance at all tutorials, seminars and workshops.		Throughout the semesterN/A

Last updated: 9 April 2025

Dates & times

  • Semester 1
    Principal coordinatorBruce Hurst
    Mode of deliveryOn Campus (Parkville)
    Contact hours36 hours comprising 1 hour lectures and 2 hour seminars x 12 weeks
    Total time commitment170 hours
    Teaching period 3 March 2025 to 1 June 2025
    Last self-enrol date14 March 2025
    Census date31 March 2025
    Last date to withdraw without fail 9 May 2025
    Assessment period ends27 June 2025

    Semester 1 contact information

    Bruce Hurst: ian.hurst@unimelb.edu.au

What do these dates mean

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  • Your tuition fees, academic transcript and statements.
  • And for Commonwealth Supported students, your:
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Last updated: 9 April 2025

Further information

Last updated: 9 April 2025