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Childhood and Society

This course examines sociological issues, theories, and research on childhood from infancy to adolescence, including the role of social institutions in shaping the childhood experience and the emergence of peer cultures that change societies.

This course also explores how the notion of the “child” and “childhood” came into existence. Since the concept of the “child” and “childhood” and their particular role and function in society is a relatively recent development, this course follows its trajectory through time and across space. Additionally, the course takes a particular focus on how socialization influences race/ethnicity, gender and class identity. Through course readings and discussions, the course will cover the social world that our society provides for children, and the social world that children create for themselves. The course will also address the expectations that we—our culture, society, parents, policy makers—have for children, and whether these expectations are fair and accurate. Children are socialized in a variety of social institutions (e.g., schools, family, work); the course should help us understand the effects these institutions have on children’s lives and futures.

Date Added to MERLOT:
July 2, 2025
Created by:
Djibril Diallo
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Pedagogical Approach

In today's educational landscape, several pedagogical approaches have emerged that shift away from traditional teacher-centered instruction toward more dynamic and student-centered learning experiences. These approaches recognize that effective learning occurs when students are actively engaged in constructing knowledge rather than passively receiving information.

Constructivism stands as a foundational philosophy in modern education, emphasizing that learners build their understanding through experience and reflection. Rather than viewing students as empty vessels to be filled with information, constructivist educators provide opportunities for students to interact with concepts, make connections to prior knowledge, and develop their own insights. This approach acknowledges that each learner brings unique perspectives and experiences that shape how they construct meaning.

Collaborative learning extends these principles by recognizing the social nature of knowledge construction. When students work together on projects, engage in discussions, or solve problems as a team, they benefit from diverse viewpoints and collective wisdom. This approach not only deepens understanding of academic content but also cultivates essential interpersonal skills such as communication, compromise, and constructive feedback—competencies increasingly valued in professional environments.

Inquiry-based learning transforms the classroom into a space of exploration and discovery. By posing meaningful questions and guiding students to investigate answers, educators foster curiosity and critical thinking. Students learn to gather evidence, analyze findings, and draw conclusions—skills that mirror authentic disciplinary practices. This approach helps learners develop autonomy while engaging with content in ways that promote deeper understanding and retention.

Finally, blended learning integrates digital and traditional instruction methods to create flexible, personalized learning pathways. By combining online components with in-person experiences, educators can leverage the strengths of both approaches. Digital tools offer opportunities for self-paced learning and immediate feedback, while face-to-face interactions provide rich opportunities for dialogue, collaboration, and hands-on experiences that digital platforms alone cannot replicate.

Together, these approaches represent a shift toward learning environments that honor student agency, promote active engagement, and prepare learners for the complex challenges of our rapidly changing world.

Learning Outcomes

Learning Outcome 1:           Apply theoretical perspectives to children’s everyday life.

Learning Outcome 2:           Communicate the differences between the major theoretical perspectives as they                                  relate to childhood.

Learning Outcome 3:           Analyze data based on logical arguments and empirical evidence.

Learning Outcome 4:           Understand the role of socialization in childhood identity.

Learning Outcome 5:           Recognize the relationships between social structure, race, ethnicity, gender and class as the relate to childhood

Assessment

EXAMS 

The exams consist of the following types of questions: multiple choice, true/false, matching, fill in blank, and short essay. Exam questions will be based on Corsaro, The Sociology Of Childhood, Videos, and lecture. 

REFLECTION PAPER 

Reflections will be a response to a posted question. Instructions for reflections will be located inside the weekly folder. Reflection papers are geared to encourage students to express their thoughts and ideas as a means of generating self-reflection and critical thought. 

Invisible Child Group Discussion 

Students will be assigned into groups and present a chapter based on Andrea Ellitott's - Invisible Child. There are no individual presentations. Student will have a 10-minute time limit to complete the presentation VIA ZOOM. A grading rubric will be made available in advance. 

Other Information

None

Course Resources