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This timeline will consist of historical developments including significant changes to childhood experiences and legislation put in place to protect children. It will also include cultural and geographical differences, in particular how the views of childhood have changed across cultures and global childhood and UN Convention on the Rights of the Child (UNCRC). At the end of this timeline there will be a conclusion on the key changes of childhood experiences and why these changes have made such an impact.

The concept of childhood is moderately new, in previous societies childhood did not exist. At around the age of seven, children were viewed as 'little adults' with an expectation to have legal responsibilities (Malik et al., 2023) Currently, the concept of childhood varies depending on societies. The development of a child tends to be based on biological, social and emotional changes which occur as a child grows of age and ability. The first 1000 days in a child's life are becoming increasingly recognised due to their impact on the development on the brain resulting in cognitive and emotional abilities which later will effect them in life (Likhar et al., 2022).

'Sociologists state that 'childhood is socially constructed'. This means that ideas circulating childhood are defined by society instead of the child's age (Thompson, 2024). In different societies, childhood is viewed differently based on cultures and social class. Therefore childhood can depend on what certain individuals and groups based in an area want to perceive childhood to be.

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We are living in a world transforming rapidly, as the world is changing it is becoming more 'digital, globalised and more diverse, childhood is also changing along with it (UNICEF, 2021). As the world continues to transform, over time there has been key changes impacting childhood experiences from the times of the world wars up until the modern era.

During World War 1, children were expected to get involved with helping their country, to do this they would grow vegetables and take on jobs to contribute whilst the men were away and only their mothers and siblings would be at home. Due to the lack of food being provided as a result of the war, the children would grow their own food and look after vegetable patches. There was not much food due to German U-Boats sinking ships with supplies (BBC, 2024). Therefore during the time of WW1, children were seen differently to as they are now, they were expected to mature. 'By the government’s own estimate, 600,000 children were put prematurely to work.' (EverydayLivesinWar, 2017). This statement shows the dependence which was put onto such a large amount of children in these times as they were used as labour instead of the ideal childhood where they would be attending school. (Montgomery, 2022) stated that she can see the differences between 'contemporary and historical childhoods, right now children have less responsibilities and instead they get to 'play not work and they attend school instead of having paid labour'.

A recent change which has impacted childhood experiences is changes made regarding education. The school leaving age became 15 in 1944 with Parliament also having future provision to change it to the age of 16 (UK Parliament, 2024). This was a key change in childhood experiences as the age for children staying in education increased ensuring a better education for individuals. Through staying in school longer it ensures better education but has also been proved that you are likely to live longer. Analysis from data on 3,101 people over three generations has stated that cells are also less likely to wear down (Nield, 2024). According to (Nield, 2024) the Framingham Heart Study showed that two extra years of learning identified as on average 2-3 perfect slower aging. Hence, this key change made by Parliament has showed to have a major impact on childhood experience and to also effect them in their future. This is due to enabling children to have longer education and the positive impacts which links to this change. An individual who stays in school is more likely to live longer generally as they should receive better qualifications leading to a good job resulting in better access to healthcare which will ensure a healthier life.

Another key change to childhood experiences over time is the introduction of free schools meals for children in years 1, 2 and 3 in state-funded schools as well as disadvantaged students in further education. This change occurred in 2014 and was seen as beneficial for the young children who were able to have these free school meals due to the benefits it was seen to have on their education. 'Universal free school meals for primary school pupils was a key recommendation in a recent review of school food produced independently for the Department for Education' (GOV.UK, 2013). One of the intentions of this change was to ensure that these children would now be having proper warm meals with the correct nutrients. (CDCNutrition, 2024) states that some of the benefits of healthy eating for children are brain development and to support healthy growing. Therefore, by eating proper meals on a lunchtime this is ensuring these children have better education along with maintaining a good health. Another reason for why this change is essential is because of the amount of children living in poverty who without this change would have continued to miss meals during the week. 9 children in a classroom with around 30 people live in poverty (ChildPovertyActionGroup, 2024). This statistic shows that 30% of the children in a classroom are at risk of potentially either not having the correct amount of meals a week or are not being provided with the appropriate meals a child requires. Due to this, even with only years 1, 2 and 3 being provided with free school meals currently, this ensures that a portion of children in poverty are having meals where they might not usually be enhancing their childhood experience.

As time has progressed, legislation has been introduced in order to protect children at a more advanced level such as The Children Act 1989. This piece of legislation was introduced in 1989 and had been formed from previous legislations regarding the protection of children. The aim of the act was to strength legal protections for children. With the new act created this enhanced the duty of the local authorities and families along with enhancing the specialisation of public care services and agencies working with children such as children's homes. The act's main purpose is regarding the welfare of children and ensuring their needs are met. One of the most important parts of the act is the initiation of parental responsibility including the duties and responsibilities they have with their child (Ministry of Injustice, 2024). Another crucial part included in the act are the power it enables court to have in order to protect children. The act allows the court to make both care orders and emergency protection orders to allow children to be taken away from situations where they are in potential threat of harm or danger.

Another piece of legislation introduced with the intention of protecting children is The Safeguarding Vulnerable Groups Act 2006. The aim of this act is to protect both children and vulnerable adults from being at risk of harm or danger from workers accessing them for example in schools. Before this act was introduced, the Government believed that societies were failing to protect these vulnerable groups which is when they decided to take specific recommendations following an investigation of two children who had been murdered and write these into a law which then formed the Act. 'The 2006 Act provides the legislative framework for the Vetting and Barring Scheme.' (LawWales, 2021). The Disclosure and Barring Scheme is now used as a way of ensuring that those accessing children through work or volunteering are safe to work with them. The way in which the DBS works is through a check which looks into an individual's criminal records and background, if the individual isn't deemed safe to work with either children or vulnerable adults then they will be barred. The 2006 Act states that a children's barred list has to be provided which will be maintained by the DBS (LawWales, 2021). Overall, this piece of legislation is shown to protect children as it stops dangerous individuals from working with them therefore it reduces the risk of children being harmed.

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The UN Convention on the Rights of the Child (UNCRC) is a legal agreement signed by 196 countries stating the basic rights of every child (UNICEF, n.d.). The convention was introduced in the UK in 1992. Overall, there are 54 articles in the convention covering all the areas of a child's life and these articles state the civil, political, economic, social and cultural rights. These rights are entitled to by all children and the convention puts out how surrounding adults of children must ensure that children have these rights. Some of the key rights for children are: freedom of expression, education, health and health services and the right to know their rights (UNICEF, n.d.). Out of the 54 articles, 4 of them are particularly important: non-discrimination, best interest of the child, right to life survival and development and right to be heard. These are the 'general principles' , through these general principles the convention is shown how to be put in place and used. These 4 principles underlay each of the other principles which are why they are essential because without one the others won't apply. As part of the convention there are also 'optional protocols', these protocols are certain agreements which specify more individual rights for children which the countries involved are allowed to choose whether they follow these protocols or not. These protocols include: 'The optional protocol on the involvement of children in armed conflict, the optional protocol on the convention on the sale of children, child prostitution and child pornography and the optional protocol on a communications procedure' (UNICEF, n.d.). The first one ensures that the government will increase the minimum age of joining the army to 15 years and anyone younger than 18 must not be directly involved in armed conflict. The second one requires governments to end sexual exploitation and abuse of children along with protecting children from being sold for non-sexual purposes. Lastly, the third one enables children to complain to the United Nations when they have been breached and their own country could not solve the issue.

Across different cultures, there are different beliefs and views on childhood, over time some of these views have changed. Different transformations occur which impacts the way that children are seen and treated. Different cultures tend to be located in different areas and different parts of the world, sometimes depending on how cultures live their life will determine how they view childhood. Across Africa, there are numerous areas which do not have high economic status resulting in them lacking facilities. Due to this, the African culture revolves around children to help the community as in Africa children represent continuity. Children are viewed across numerous African cultures as essential to family survival as they provide support through trade or family agriculture to provide towards income (Howard, 2013). Therefore, this shows that childhood across African cultures is depended on as children are needed to help their families out due to the circumstances of the area. It is seen as important for children to contribute as it will benefit their survival. However, the way childhood is viewed in African cultures was not always this way as previously they had set ways to follow and their lives would be decided for them. Girls would be taught from a young age on how to be a mother, they would be shown how to care for children and to cook whereas young boys would have to follow their father's footsteps in fighting and hunting and this is all they would be educated about (TheAfricanHistory, 2021). This shows how African cultures view childhood has changed as historically, children were brought up to live a certain way in a set manor and their lives would revolve around growing up to have a loving family whereas now children are taught to work and provide some sort of income to help their families.

Another example of a culture whose views on childhood have changed is British culture. During the British Industrial Revolution from between 1760s to about 1850, children were used as labour working in both mines and factories. Children would be working the same hours as adults would be but being paid barely anything to do so. Whilst they would be at work they were at high risk of injury as due to being small children they were made to climb into tight and dangerous areas. 'The education of many children was replaced by a working day, a choice often made by parents to supplement a meagre family income.' (Cartwright, 2023). British culture viewed childhood as children contributing economically by exploiting children through labour. Since the revolution, in current times, British culture has changed how it views childhood. Children are now sent to school from the age of 5 until 16 where they will become educated instead of being sent to work all of their life. The way which childhood is currently viewed allows children to live a more free life where they can build their way up until they are able to work appropriate jobs. It also allows more opportunities for children and their future as the positive effects of education on children have been proved.

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Overall, over time there has been a range of key changes effecting childhood experiences as stated in this timeline. One of the most crucial changes was the change of having children used as labour to then allowing them to attend school and get educated. The importance of this change is the impact it has on the child's future as it has been proven how better education benefits children later in life. It has been proved that children are to live a longer life if they have a longer education as they are more likely to have a better job resulting in better economic status. Furthermore, this makes it easier to access healthcare and to live a healthier life. This change also created a safer environment for children to live in as before they were vulnerable to harm from dangerous work whereas now schools are made to be a safe place for children. Therefore, this could be seen as the most important change made to childhood experiences due to the number of positive outcomes it has for a child.