Why does Lee (2001) argue that the distinction between childhood and adulthood has become destabilised?Group of answer choicesThe distinction was based on the idea that children and adults occupied different social worlds and this has eroded with the emergence of new forms of leisure.The distinction was based on the idea that children do not have rights and has been challenged by the emergence of the UN Convention on the Rights of the Child.The distinction was based on the idea that western experiences of childhood are universal, and this idea has been challenged by scholars focused on the experiences of majority world children.The distinction was based on the economic, social and political stability of adulthood under conditions of Fordism and this has given way to the instability of adulthood under conditions of post-Fordism.

Punch (2003) argues that childhood should be a protected period of life that is dedicated to play and education.Group of answer choicesTrueFalse

Looking around the world and looking back in history, what do we learn about childhood?A.Few societies recognize this stage of life.B.Childhood does not exist in rich societies.C.Childhood is the same almost everywhere.D.The length of this stage of the life course varies considerably by time and place.

Philippe Ariès claimed that the idea of childhood extending until about the early teens is actually __________.A.found in every known societyB.unknown in the world everC.fairly recent in human historyD.unknown in the world today

The emphaisis in the 'new sociology of childhood' is what?Group of answer choicesThat the socialisation of children is the primary focus of the familyThat children are active participants in their own lives and interactions with othersThat childhood is a universal stage of developmentThat childhood is a period of innocence and vulnerability

adapted excerpt from "Some Rights of Children as Persons" in School Educationby Charlotte MasonPersonal Initiative in WorkIn their work, too, we are too apt to interfere with children. We all know the delight with which any scope for personal initiative is hailed, the pleasure children take in doing anything which they may do their own way; anything, in fact, which allows room for skill of hand, play of fancy, or development of thought. With our present theories of education, it seems that we cannot give much scope for personal initiative. There is so much task-work to be done, so many things that must be, not learned, but learned about, that it is only now and then a child gets the chance to produce himself in his work. But let us use such opportunities as come in our way.A very interesting and instructive educational experiment on these lines has lately been tried in Hackney, where Mr. Sargent got together some eighty boys and girls under the conditions of an ordinary elementary school. . . . . The results seem to have been purely delightful; the children developed an amazing capacity for drawing, perhaps because so soon as they were familiar with the outlines of the flower and foliage of a given plant, for example, they were encouraged to form designs with these elements. The really beautiful floral designs produced by these girls and boys, after quite a short art training, would surprise parents whose children have been taught drawing for years with no evident result. These children developed themselves a great deal on their school magazine also, for which they wrote tales and poems, and essays, not prescribed work, but self-chosen. The children's thought was stimulated, and they felt they had it in them to say much about a doll's ball, Peter, the school cat, or whatever other subject struck their fancy. "They felt their feet" as the nurses say of children when they begin to walk; and our non-success in education is a good deal due to the fact that we carry children through their school work and do not let them feel their feet.Children Must Stand or Fall By Their Own EffortsIn another way, more within our present control, we do not let children alone enough in their work. We prod them continually and do not let them stand or fall by their own efforts. One of the features, and one of the disastrous features, of modern society, is that, in our laziness, we depend upon prodders and encourage a vast system of prodding. We are prodded to our social duties, to our charitable duties, and to our religious duties. . . . Perhaps it is a result of the hurry of the age that there is a curious division of labor, and society falls into those who prod and those who are prodded. Not that anybody prods in all directions, nor that anybody else offers himself entirely as a pincushion. It is truer, perhaps, to say that we all prod, and that we are all prodded. Now, an occasional prick is stimulating and wholesome, but the force of inertia1 in human nature is such that we would rather lean up against a wall of spikes than not lean at all. What we must guard against in the training of children is the danger of their getting into the habit of being prodded to every duty and every effort. Our whole system of school policy is largely a system of prods. Marks, prizes, and exhibitions are all prods; and a system of prodding is apt to obscure the meaning of must and ought for the boy or girl who gets into the habit of mental and moral lolling up against his prods.____________________________________1. lack of desire or movement1Select the correct answer.In the second paragraph, what type of evidence does the writer use to support her claim? A. a chain of logical reasoning B. the results of an experiment C. quotations from students D. a testimonial from a principal