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A historical sociology of childhood : developmental thinking, categorization, and graphic visualization / André Turmel.

By: Language: English Publisher: Cambridge ; New York : Cambridge University Press, 2008Description: xii, 362 p. 24 cmISBN:
  • 9780521705639
  • 9780521879774
  • 0521879779
  • 0521705630
Subject(s): DDC classification:
  • 305.231091821 22
LOC classification:
  • HQ767.9
Other classification:
  • Oabkba
Online resources:
Contents:
Children in the collective -- Graphs, charts and tabulations : the textual inscription of children -- Social technologies: regulation and resistance -- The normal child : translation and circulation -- Developmental thinking as a cognitive form.
Holdings
Cover image Item type Current library Home library Collection Shelving location Call number Materials specified Vol info URL Copy number Status Notes Date due Barcode Item holds Item hold queue priority Course reserves
Book Biblioteket HKR Biblioteket 305.23 Turmel Available 11156000169341
Total holds: 0

Enhanced descriptions from Syndetics:

What constitutes a 'normal' child? Throughout the nineteenth century public health and paediatrics played a leading role in the image and conception of children. By the twentieth century psychology had moved to the forefront, transforming our thinking and understanding. André Turmel investigates these transformations both from the perspective of the scientific observation of children (public hygiene, paediatrics, psychology and education) and from a public policy standpoint (child welfare, health policy, education and compulsory schooling). Using detailed historical accounts from Britain, the USA and France, Turmel studies how historical sequential development and statistical reasoning have led to a concept of what constitutes a 'normal' child and resulted in a form of standardization by which we monitor children. He shows how western society has become a child-centred culture and asks whether we continue to base parenting and teaching on a view of children that is no longer appropriate.

Includes bibliographical references and index.

Children in the collective -- Graphs, charts and tabulations : the textual inscription of children -- Social technologies: regulation and resistance -- The normal child : translation and circulation -- Developmental thinking as a cognitive form.

Dawson

Table of contents provided by Syndetics

  • List of illustrations(p. ix)
  • Acknowledgements(p. xii)
  • Introduction(p. 1)
  • 1 Children in the collective(p. 16)
  • 1.1 Sociology's children(p. 17)
  • 1.2 Unfolding the black box(p. 27)
  • 1.3 The social: unity and heterogeneity(p. 38)
  • 1.4 Translation, mediation and circulation(p. 45)
  • 1.5 Childhood, measurement and standardization(p. 58)
  • 2 Graphs, charts and tabulations: the textual inscription of children(p. 66)
  • 2.1 Inscription and embodiment(p. 67)
  • 2.2 The statement(p. 77)
  • 2.3 Observing and recording(p. 84)
  • 2.4 The scientific forms of child observation(p. 97)
  • 3 Social technologies: regulation and resistance(p. 115)
  • 3.1 Technology and visualization(p. 116)
  • 3.2 The charts(p. 123)
  • 3.3 Record forms(p. 142)
  • 3.4 Well-child conference and periodic MD exams for healthy children(p. 154)
  • 3.5 Intelligence testing(p. 161)
  • 3.6 Child-guidance clinic(p. 173)
  • 4 The normal child: translation and circulation(p. 182)
  • 4.1 The social forms of normalcy(p. 183)
  • 4.2 Normal as average(p. 197)
  • 4.3 Normal as healthy(p. 217)
  • 4.4 Normal as acceptable(p. 235)
  • 5 Developmental thinking as a cognitive form(p. 248)
  • 5.1 The rise of developmental thinking(p. 250)
  • 5.2 The pattern of sequential developmental(p. 265)
  • 5.3 The critique of developmental thinking(p. 279)
  • 5.4 Development as a cognitive form and beyond(p. 288)
  • Conclusion(p. 303)
  • Appendix(p. 314)
  • Bibliography(p. 315)
  • Index(p. 339)