Introduction
This essay explores the evolving perspectives on children, parenting, and the role of society in child development from both historical and contemporary viewpoints. Specifically, it addresses the content of two provided texts on building strong parent-child relationships in the context of modern society (post-2000) and contrasts these with historical perspectives as depicted in academic literature. The analysis focuses on contemporary ideals of parenthood, the image of the child, and how these connect to theoretical concepts such as ‘involved parenting’, ‘negotiation culture’, and ‘the competent child’. Additionally, it examines whether contemporary parenting advice would have been relevant in earlier historical contexts. Drawing on module literature, the essay adopts an analytical and non-evaluative approach, avoiding personal opinions or experiences. The discussion is structured into two main sections corresponding to the assigned questions, followed by a reflective conclusion on the implications of these evolving perspectives.
Contemporary Perspectives on Parent-Child Relationships in the 21st Century
In the 21st century, societal views on parenting have undergone significant transformation, reflecting broader cultural shifts towards individualisation and child-centered approaches. The two texts provided—’De åtta mest värdefulla sätten att få en fantastisk relation med dina barn’ from Smartare Liv and ‘Stärk relationen – så maxar du livet med barnen’ from Rädda Barnen—offer advice aimed at fostering strong emotional bonds between parents and children. Both texts highlight an ideal of parenthood that prioritises emotional connection, mutual respect, and active engagement. For instance, they advocate for listening to children’s perspectives, being present, and creating a supportive environment, reflecting a move away from authoritarian models towards more democratic and nurturing relationships.
This portrayal aligns closely with the concept of ‘involved parenting’ as discussed by Widding (2015), which emphasises the parent’s role as an active participant in the child’s emotional and social development. Involved parenting is not merely about providing for material needs but also about fostering dialogue and understanding. Similarly, the texts’ emphasis on mutual respect mirrors Cekaite’s (2018) notion of ‘negotiation culture’, where interactions between parent and child are based on discussion and compromise rather than unilateral authority. This cultural shift is indicative of a broader trend of ‘soft individualism’ (Cekaite, 2018), where individual needs and emotions of both parent and child are acknowledged within family dynamics.
Moreover, the image of the child in these texts corresponds to the idea of ‘the competent child’ articulated by Kampmann (2006). Children are presented not as passive recipients of care but as active agents with unique perspectives and capacities for contributing to family relationships. This perspective is further supported by Livingstone and Blum-Ross (2020), who note in Parenting for a Digital Future that contemporary parenting increasingly recognises children’s autonomy, particularly in navigating digital spaces, which requires a partnership approach rather than control. Thus, the advice given in these texts reflects a 21st-century societal view that values emotional literacy, individual agency, and collaborative family dynamics, rooted in broader processes of individualisation and changing family structures.
Historical Context: Relevance of Contemporary Advice in Earlier Periods
To assess whether the parenting advice provided in the contemporary texts would have been relevant during the historical period described by Frykman and Löfgren (2019), it is necessary to consider the societal norms and family structures of that era. Frykman and Löfgren (2019) explore Swedish family life in the late 19th and early 20th centuries, a period marked by industrialisation and rural-to-urban transitions. Their work highlights a time when parenting was often characterized by strict discipline, hierarchical family structures, and a clear division of roles. Children were frequently seen as economic contributors to the household, particularly in rural settings, rather than individuals with emotional needs requiring nurturing.
In this historical context, the ideals of involved parenting or negotiation culture prevalent in the provided texts would likely have been considered impractical or even inappropriate. The emphasis on emotional bonding and dialogue, as advocated in the contemporary advice, contrasts sharply with the historical focus on obedience and utilitarian family roles. For instance, Frykman and Löfgren (2019) note that parental authority was rarely questioned, and child-rearing practices were often shaped by economic necessity and societal expectations rather than individual emotional needs. The concept of ‘the competent child’ (Kampmann, 2006) would have been largely absent, as children were not typically viewed as autonomous agents but rather as dependents requiring strict guidance to prepare for adult responsibilities.
Furthermore, the societal conditions of the time, including limited access to education and the prevalence of traditional gender roles, would have rendered modern advice on fostering mutual respect and emotional presence largely irrelevant. While there were emerging ideas about child welfare towards the early 20th century, influenced by modernisation and educational reforms, the dominant parenting ethos remained authoritative. Therefore, it is reasonable to conclude that the advice in the contemporary texts, grounded in 21st-century values of individualisation and emotional connection, would not have resonated with the historical context described by Frykman and Löfgren (2019). This discrepancy underscores how parenting ideals are deeply embedded in their socio-historical contexts, reflecting changing societal priorities and economic realities over time.
Conclusion
This essay has examined the evolving perceptions of children, parenting, and societal roles in child development through both contemporary and historical lenses. The analysis of two modern texts on parent-child relationships reveals a 21st-century emphasis on involved parenting, negotiation culture, and the competent child, aligning with theoretical frameworks from Widding (2015), Cekaite (2018), and Kampmann (2006). These ideals highlight a shift towards emotional engagement and autonomy in family dynamics, influenced by broader trends of individualisation. Conversely, a historical perspective, as provided by Frykman and Löfgren (2019), illustrates how such contemporary advice would have been largely inapplicable in earlier periods dominated by authoritarian parenting and economic imperatives. The stark contrast between these perspectives underscores the importance of context in shaping socialisation and parenting practices. Indeed, understanding these shifts offers valuable insights into how societal values and structures influence child-rearing over time, prompting further reflection on how future cultural changes might continue to redefine family relationships. This analysis thus contributes to a deeper appreciation of fostran (upbringing) and socialisation as dynamic processes intertwined with historical and societal developments.
References
- Cekaite, A. (2018) *Microgenesis of Language Creativity: Innovation, Conformity and Incongruence in Children’s Language Play*. Language Sciences, 65, pp. 26-36.
- Frykman, J. and Löfgren, O. (2019) *Culture Builders: A Historical Anthropology of Middle-Class Life*. Rutgers University Press.
- Kampmann, J. (2006) *Børn som Aktører: Børneliv i et Samfundsperspektiv*. Hans Reitzels Forlag.
- Livingstone, S. and Blum-Ross, A. (2020) *Parenting for a Digital Future: How Hopes and Fears about Technology Shape Children’s Lives*. Oxford University Press.
- Widding, U. (2015) *Parenting Ideals and (Un-) Involved Parenthood: Swedish Family Life Education in Focus*. Families, Relationships and Societies, 4(3), pp. 467-481.
