A historical sociology of childhood : Developmental thinking, categorization, and graphic visualization / André Turmel
Material type: TextLanguage: English Publication details: New York : Cambridge University Press, 2008.Edition: 1stDescription: xii, 362 p.: illustrations; 23 cmISBN:- 9780521705639
- 23 305.23 TUR
Item type | Current library | Collection | Call number | Status | Date due | Barcode |
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General Books | CUTN Central Library Social Sciences | Non-fiction | 305.23 TUR (Browse shelf(Opens below)) | Available | 43443 |
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305.23 FRE Early Modern Childhood : An Introduction / | 305.230 NEW Childhood into adolescence : growing up in the 1970s / | 305.230 SCH Ethics and research with young children : new perspectives / | 305.23 TUR A historical sociology of childhood : | 305.23072 GRE Doing research with children : | 305.2308 KAU Girl child : | 305.2308 PAT Girls and girlhoods at threshold of youth & gender : |
HB
Children in the collective --
Graphs, charts and tabulations : the textual inscription of children --
Social technologies: regulation and resistance --
The normal child : translation and circulation --
Developmental thinking as a cognitive form.
What constitutes a 'normal' child? Throughout the nineteenth century public health and paediatrics played a leading role in the image and conception of children. By the twentieth century psychology had moved to the forefront, transforming our thinking and understanding. Andre Turmel investigates these transformations both from the perspective of the scientific observation of children (public hygiene, paediatrics, psychology and education) and from a public policy standpoint (child welfare, health policy, education and compulsory schooling). Using detailed historical accounts from Britain, the USA and France, Turmel studies how historical sequential development and statistical reasoning have led to a concept of what constitutes a 'normal' child and resulted in a form of standardization by which we monitor children. He shows how western society has become a child-centred culture and asks whether we continue to base parenting and teaching on a view of children that is no longer appropriate
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