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Views of childhood vary significantly across cultures and have evolved. In medieval Europe, children were seen as miniature adults, expected to work and take on responsibilities early,

However, modern Western societies view childhood as a valued timeframe for education and development (Cunningham & Cunningham, 2005).

In traditional African societies, children historically contributed to family labour from a young age, while today, formal education is prioritised, though rural areas may still emphasize work for children (Nsamenang, 1992).

The United Nations Convention on the Rights of the Child (UNCRC) is an international treaty that outlines the civil, political, economic, social, health, and cultural rights of children. It aims to protect and promote the well-being of all children globally.

Childhood is understood differently around the world, the UNCRC provides a common standard to ensure all children’s rights are respected and protected, even though applying these rights can be complex due to cultural and economic differences (Department for Education, 2010).

The UNCRC has 54 articles covering a wide range of rights to which children are entitled. These are often grouped into four broad categories,

Survival rights: The right to life, adequate standard of living, and access to healthcare.

Development rights: The right to education, play and cultural activities, and access to information.

Protection rights: The right to protection from abuse, neglect, exploitation, and violence.

Participation rights: The right to express views on matters affecting the child, to be heard, and to participate in social, cultural, and political life (UNICEF, 2022).

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In many pre-industrial societies, child labour was common. Children worked alongside adults in agriculture and, later in factories. Abdullah (2022) stated in his review, that child labour often persists due to enforced social norms within families and communities, particularly in low-income regions. These norms can be influenced by factors such as economic status, cultural traditions, and gender roles, which often impose expectations for children's work contributions within their families (Abdullah et al., 2022).

During the Industrial Revolution, which began in the late 18th century into the 19th century, children were commonly employed in mines and factories under extremely harsh conditions. The rapid industrialization of Britain, followed by other parts of Europe, created a high demand for cheap labour, and children became an attractive option for factory and mine owners due to their smaller size and lower wages (Humpries, 2012).

In the UK, the Factory Acts of the 19th century were among the first laws to restrict child labour. The Factory Act of 1833 set limits on working hours for children and established inspectors to enforce these rules (Hendrick, 1997).

According to education laws, many children did not attend school in the pre-20th century. Education was often reserved for the wealthy, and many children worked instead of learning. An important change in UK society occurred when the Elementary Education Act of 1880 mandated school attendance for children aged 5 to 10 (UK Parliament, 2022).

Legislation has been put in place aimed to safeguard children from abuse, neglect, and exploitation, while promoting their welfare in all environments, including family, education, and care settings.

One of the most crucial pieces of legislation in modern child protection, the Children Act 1989 established an extensive framework for the care and safety of children. Local authorities were given a duty of care to evaluate if they suspect a child is suffering, or likely to suffer, any form of harm. This Act emphasized child welfare, encouraged family-based solutions, and created a framework for safeguarding children, which is still the basis of current child protection law (Department for Education, 2021).

In more recent years due to growing concerns about the risks children face online, the Online Safety Bill seeks to impose a duty on technology companies to prevent the exposure of children to harmful content, including pornography, violence, and self-harm materials. This law was passed in 2023 with the hopes of being fully implemented in 2025 (Department for Science, Innovation & Technology, 2024).

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The most significant changes in childhood experiences centre around shifting perceptions of childhood and the importance of the developmental stages of infancy to adolescence with the role of education and children's legal and social rights.

Over time, the introduction of compulsory education, child labour laws, and an increasing emphasis on children's emotional and cognitive development have transformed childhood into a period where a child's growth is for learning and personal growth.

The rise of children's rights, enforced by frameworks like the UNCRC, has further shifted global attitudes where cultures adapt to encourage childhood to be a development time. These changes are significant because they help promote children's overall well-being and development, contributing to healthier societies and more educated future generations.

However in my opinion we can strengthen our childhood experiences in their growth and development by implementing some of my recommendations. Investing in our early childhood settings and introducing a curriculum promotes emotional, social and cognitive development, that works in a holistic way to support each child with their individual goals before reaching primary-level education.

This includes preschool and childcare environment initiatives about the importance of early learning. Focusing on our early year's development can be an early intervention for some with speech and language delays, fine and gross motor skills delays and any physical impairments. having staff educated in all these areas can create pathways for children who need extra support from an early age.

I also suggest that funding is put into communities to create safe spaces for children to play and parents to have that community support feeling. Play is crucial for emotional and social growth. Parks, playgrounds, and community centres can positively influence us.

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Childhood is commonly defined as the period of human development from birth to adulthood, marked by significant physical, cognitive and emotional growth (Likhar et al., 2022).

According to Berk (2013), childhood encompasses substantial developmental milestones, including motor skills, language acquisition, and socialization.

Berk (2013) states significant developmental milestones across these multiple areas are deeply interconnected, with advancements in one area often reinforcing progress in others. Environmental influences, such as family, culture, and social experiences, work together to shape a child’s development. Understanding these milestones provides insight into the involvement of childhood growth, ensuring that children receive the support they need to thrive in their early to adolescent years.

Analysing the social construct of childhood means looking at how different factors shape our ideas about what childhood is and what it should be like, it focuses on how society, culture, money, and history influence our views and experiences of being a child (An Introduction to Childhood Studies, 2024).

We will take a look at these factors in the timeline.

Socioeconomic

Cultural

Family structure.