Child Conjecture Language is a unique entity that changes and grows with a people. It behaves like a living thing; the nature of language is to develop along with the culture of those whom it serves. The growth and development of many words can be traced from modern usage to their original meanings. Child has one such intrepid history. The word child first emerged in the Old English language and its meanings have changed over time. Child appears in the Bible, in Shakespeare’s work, and in Spenser’s poetry. This word has also been used by William Wordsworth, as well as appearing in the magazine Good Housekeeping. The original origin of child is found in Old English, the Anglo Saxon language. The Anglo Saxon spelling was cild. It was first …show more content…
While this interpretation is still applicable in modern English, child most commonly means “a young person” (The Merriam-Webster Thesaurus 93), in the present day. The word child can also mean “a young person of either sex below the age of puberty; a boy or girl” (OED 113). The term is likewise extended to youths approaching or entering upon manhood and to pupils at school (OED 113). Some synonyms include bud, juvenile, and kid, as well as youngling, young one, youngster, and youth (The Merriam-Webster Thesaurus 93). Antonyms of child are adult or grown-up, or one who has reached maturity. Child as slang would be used in a condescending manner with the intention of chastisement for the immature or inappropriate behavior of an individual. Age often is not taken into account when child is used to reprimand. An unusual phrase that includes the word is brain child. A brain child is “any product of one’s intellect or imagination, as a plan, invention, work of art, or the like” (Dictionary of American Slang 60). Original thought or an idea is a brain child. Another meaning for the phrase is a child prodigy: an excessively studious or intelligent individual who is typically of a young age. Other phrases that can refer to child are small fry and young hopeful (The Merriam-Webster Thesaurus 93). Small fry can refer to perceived literal or figurative unimportance that can be associated …show more content…
“––– A simple child, that lightly draws its breath, and feels its life in every limb, what should it know of death?” (Familiar Quotations 372). Child refers to a juvenile. It means that a young person, living in his or her youth, should not be familiar with death as a concept nor as a percept. An abstract idea of death nor a concrete example of death would be appropriate at an early age. Knowledge of this nature will be known inevitably, but it is best to maintain the innocence of young people while it is still possible. Seeking out the best interests of the youth is a goal shared by both William Wordsworth and modern
Kids are more afair of death than adults are. Kids do not underdstand death like adults. In one of our class discussions , Dr. Bradshaw told our class a story about how he went to Yale New Haven hospital (I think) and Dr. Bradshaw stated that a young boy who was a terminal cancer patient drew him a picture of a tank going after him. When Dr. Bradshaw told our class this , it was then clear to me that a child does not understand death as well as adults. But there are also ways a parent can help a child with breavement like buying the child a pet and when that pet dies, explain to the kid whay the pet died and that it can not be replaced. “childeren are capeable of experiencing greif” (DeSpilder 359). Childeren tend to be more quiet when dealing with a death of someone close. Childeren like to forget the sight of a dead one and try and move on without talking to anyone.
Somewhere around the beginning of the seventeenth century, the perception of the nature of childhood -- its duration, its perceived purpose, its requirements, its quality -- changed rather significantly in the Eurocentric world, a period Valerie Suransky identifies as a watershed for the modern notion of childhood (1982, p. 6). Actually, two things seemed to have happened: first, the idea of childhood as a separate developmental stage began to arise; second, the idea of who was deserving of childhood also began to broaden. The pattern was similar in Europe and America, with some minor variations which resulted from geography, religion, etc., but the differences are inconsequential. Generally speaking, the factors which influenced this change are the view of the nature of humankind, the development of industry, urbanization, parents themselves, and the women's movement.
'A child's mind is a blank book. During the first years of his life, much will be written on the pages. The quality of that writing will affect his life profoundly.‘
Views on childhood have and still continue to change (Waller, 2009). The contemporary view that children are empty vessels (Skinner, 1974) is being disregarded as children are no longer perceived as passive recipients in an adult world (O’Kane, 2008...
Throughout the lifespan, perceptions and views of death and dying vary with age. In childhood, children seem to have a difficult time grasping the concept of death. Often I have experienced children stating a dead family member, friend, or pet is “sleeping”, “went away”, or some other explanation that implies there is possibility of the deceased coming back. In her 2014 book, “Development Throughout the Lifespan, Laura E. Berk explains that preschool age children need to be taught basics of biology in order for them to understand the permanence of death. While the permanence of death isn’t overly difficult for children to grasp, the thought of the inevitability of death is slightly more challenging. Children often believe that themselves or
According to Philippe Aris a famous sociologist who studied childhood saw it as a social and historical construction (Montgomery 2009) he believed childhood did not really exist until the sixtieth century before that children had been treated as small and inadequate adults (Penn 2008). Sociologist Rinaldi also believed that it is society and different times in history that created childhood (Neaum 2010) Mayall believes children lives are lived through childhoods constructed for them by adults understanding of children and what children are and should be (Kehily 2009) a sociologist who has a different idea would be James and Prout 1990 who believe childhood is both ...
The term “hurried child syndrome” is defined by the Urban Dictionary as “a condition in which parents overschedule their children's lives, push them hard for academic success, and expect them to behave and react as miniature adults.” This fairly new issue was first proposed by child psychologist David Elkind in 2007. Elkind’s book “The Hurried Child” clearly shows his concern for the next generation and what the word “childhood” has become for them. According to the Merriam-Webster dictionary, “childhood” is defined as “the state or period of being a child.” And “child” is defined as “an unborn or recently born person.” Noticeably, the dictionary definition is completely objective. There is no implication of how childhood is, or what it involves. In the major advanced cultures around the world, childhood has always been mentioned with a positive connotation of innocence and joy. But the hurrying of children seems to be defying this way of thinking.
Childhood is one of the first biological life cycles we encounter. The experience that we go through shape what we will become. Here in America, as we began to industrialize, we began to have a different view of what childhood should be than in other parts of the world. In Taiwan and in Indonesia athletic shoes are made by children who work in factories instead of going to school. About 215 million of the world’s children work typical long hours for low wages. People in America might find this disturbing because we think of childhood as the first 12 years of life a carefree time of learning and play. But according to historian Philippe Aries (1965) explains, the whole idea of childhood is fairly new. During the middle ages, children of 4 and
Literature offers insight on different interpretations of how death can be perceived depending on the environment one is raised in. Perceptions of death depend on where and when you grow up, and your social standing in society. This is conveyed in literature by not only by the time period of the piece of literature, but from the point of view of the reader. Literature reveals different types of scenarios in which death is perceived differently, including questions of racism, sexism, and other forms of discrimination.
The Oxford dictionary defines ‘childhood’ as “the state or period of being a child.” Childhood from the medieval period is often represented in paintings however historians argue that this type of representation through the centuries is particularly based on the changes of art rather than changes in which children were portrayed. Aries believed that in the Middle Ages the concept of childhood did not exist ( Aries in Cunningham, 1995). According to Aries, medieval civilisation failed to distinguish a transition period between infancy and adulthood, suggesting that society saw children as small versions of adults even though the churches distinguished childhood from adulthood based on whether they had reached puberty or not. This ideology continued to occur until the 18th Century, which changed the thoughts of childhood. The re-invention of childhood came alongside the introduction of legislations during the industrial revolution.
Back in the twelfth century Philippe Aries argued that in Medieval times there was barely any place for childhood in sense that Medieval art lacked the portrayal of, or did not care to include, how children were raised, educated, clothed, etc. In support to his argument, Ariés stated “Yet, the miniaturist has grouped had grouped around Jesus what are obviously eight men, without any of the characteristics of childhood; they have simply been depicted on a smaller scale” (Ariés pg. 9). This quote states that children were sometimes depicted in these paintings yet, they were still absent from the illustrations. That is because children appeared as men with fully developed masculine features, but are reduced to a smaller scale than the
Children are seen as something pure and innocent in society. They are filled with naivety, and a sense of creativity and imagination. Or are they? Perry Nodelman wrote an article entitled The Other: Orientalism, Colonialism, and Children 's Literature. In it, he speaks of how not all children are as immature, or as lesser than society thinks they are. There are two essential points in Nodelman 's essay. Adults come up with strict ideas of what a child is supposed to be, and then makes it seem like this is the norm through manipulating children 's literature, and making matter of fact statements about children, in order to control what they think a child should be.
A person's ability to develop is due to two factors, maturation and learning. Although maturation, or the biological development of genes, is important, it is the learning - the process through which we develop through our experiences, which make us who we are (Shaffer, 8). In pre-modern times, a child was not treated like they are today. The child was dressed like and worked along side adults, in hope that they would become them, yet more modern times the child's need to play and be treated differently than adults has become recognized. Along with these notions of pre-modern children and their developmental skills came the ideas of original sin and innate purity. These philosophical ideas about children were the views that children were either born "good" or "bad" and that these were the basis for what would come of their life.
As the name suggests, linguistic learners most easily acquire information through words. They love to read, write, and tell stories. Memorizing names, places, dates, and trivia come naturally to these learners (Mantle, 2002). People with a linguistic preference have an awareness of the sounds, rhythms, and meaning of words. These students learn best by saying, hearing, and seeing words.
The Norman invasion of 1066 AD began a period of two centuries in which French was the official language of England, resulting in the introduction of many words with French or Latin roots, such as 'baron', 'justice' and 'government' (Beal, J. 2012, p. 64). English was first used in Parliament in 1362 AD and gradually displaced French (Appendix I, in Seargea...