Children at the Millennium (Advances in Life Course by Timothy J Owens, Sandra L. Hofferth

By Timothy J Owens, Sandra L. Hofferth

Produced less than the auspices of the part at the Sociology of kids and early life of the yank Sociological organization, this quantity presents a cohesive, wide-ranging resource of knowledge at the existence classes of kids and teens. Contributions mirror: demographic analyses and projections; dualitative elements of kid's lives; childrens and formative years in ancient and cross-cultural point of view; problems with improvement in social context; teenagers and public coverage; and social and mental dynamics of early life and youth.

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Yet, old people are generally better off, while the situation of the young is becoming more and more problematic. How can this contradiction be resolved? The improvement or deterioration of a given age status can be traced back to changes in the private, familial sector as well as to changes in the public transfer system. During the second half of the twentieth century, the family system has changed in a way that has caused disadvantages for the young generation. An increased divorce rate, a growing number of single parent homes and a strongly developed individualization of the private value system and way of life of adults have become risk factors for the young.

Although according to the UN, adolescents up to eighteen years of age are included in the Rights of Children). Children embody a positive image while youth embodies a negative one. In some respects we suspect and predict for that in the future – the youth as a stage of life will become superfluous and undesired. Gillis, the historian of youth, goes so far as to speak of “vanishing youth” and an “uncertain place of the young in a global age” (1993). One mitigating circumstance is that modern aging societies attract many young people from less developed (and younger) societies.

The change . . reflects the new attitude that the years of childhood are not to be frittered away by engaging in activities merely for fun. Rather, the years are to be used to perfect skills and abilities that are the same as those of adults. Children are early initiated into the rigors of adult competition (Elkind, 1981, pp. 6, 9). Traditional Childhood Postmodern and modern models of childhood both place positive emphasis on the transforming processes taking place in contemporary societies.

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