Childhood in crisis: myth, reality or cause for concern? Perspectives from children, parents and the news media

This thesis examines the notion of ‘childhood in crisis’ in the United Kingdom. My background reading revealed that this notion centred on multiple expressions of concern about the condition of contemporary childhood. Such concerns were based on an adult perspective of what childhood should be like and thus what constitutes a ‘good’ childhood. The firm commitment to the inclusion of children’s views in this study derives from an emerging, passionate, interest in children’s rights, particularly their participatory rights, whilst studying for my Early Childhood Studies degree in 1996-99.

This study recognizes that childhood is affected by social context. Bronfrenbrenner’s (1979) Ecological Systems Theory is utilized to provide a framework for examining the construction of childhood in different social contexts in order to consider the question at the heart of this study: Is childhood in crisis? A number of (predominantly) qualitative data collection methods were used for this study. Findings are based on: a) the perspectives of children (aged 9-11 years) and their parents in two contrasting socio-economic areas of southeast England (the microsystem); b) the perspectives of the news media through an analysis of national and local news items (the exosystem); and c) literature review of the 1989 United Nations Convention on the Rights of the Child and the Children Act 1989 (the macrosystem).

The thesis concludes that the notion of ‘childhood in crisis’ is a myth as the emphasis on the singular childhood is problematic. My findings from the children and parents revealed that multiple realities existed with regard to ‘childhood’ and ‘crisis’, thus making a notion of ‘childhoods in crises’ more appropriate. Findings from the news media suggested a ‘crisis of representation’. A number of possible recommendations are offered for consideration in striving to achieve the ‘good’ childhood in the United Kingdom.