The Concept Of Childhood In Western Countries
IELTS Reading Answers with Explanation
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̀ IELTS Reading Practice với passage The Concept Of Childhood In
Western Countries được lấy từ cuốn sa
́ ch IELTS Actual Test 6 - Test 1 - Passage 1
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Bài đọc (reading passage)
The Concept of Childhood in Western Countries
The history of childhood has been a heated topic in social history since the highly influential book
Centuries of Childhood’, written by French historian Philippe Aries, emerged in 1 960. He claimed that
‘childhood’ is a concept created by modern society.
Whether childhood is itself a recent invention has been one of the most intensely debated issues in the
history of childhood. Historian Philippe Aries asserted that children were regarded as miniature adults,
with all the intellect and personality that this implies, in Western Europe during the Middle Ages (up to
about the end of the 1 5th century). After scrutinising medieval pictures and diaries, he concluded that
there was no distinction between children and adults for they shared similar leisure activities and work;
However, this does not mean children were neglected, forsaken or despised, he argued. The idea of
childhood corresponds to awareness about the peculiar nature of childhood, which distinguishes the child
from adult, even the young adult. Therefore, the concept of childhood is not to be confused with affection
for children.
Traditionally, children played a functional role in contributing to the family income in the history. Under this
circumstance, children were considered to be useful. Back in the Middle Ages, children of 5 or 6 years old
did necessary chores for their parents. During the 1 6th century, children of 9 or 1 0 years old were often
encouraged or even forced to leave their family to work as servants for wealthier families or apprentices
for a trade.
In the 1 8th and 1 9th centuries, industrialisation created a new demand for child labour; thus many
children were forced to work for a long time in mines, workshops and factories. The issue of whether long
hours of labouring would interfere with children’s growing bodies began to perplex social reformers. Some
of them started to realise the potential of systematic studies to monitor how far these early deprivations
might be influencing children’s development.
The concerns of reformers gradually had some impact upon the working condition of children. For
example, in Britain, the Factory Act of 1 833 signified the emergence of legal protection of children from
exploitation and was also associated with the rise of schools for factory children. Due partly to factory
reform, the worst forms of child exploitation were eliminated gradually. The influence of trade unions and
economic changes also contributed ;o the evolution by leaving some forms of child labour redundant
during the 1 9th century. Initiating children into work as ‘useful’ children was no longer a priority, and
childhood was deemed to be a time for play and education for all children instead of a privileged minority.
Childhood was increasingly understood as a more extended phase of dependency, development and
learning with the delay of the age for starting full-time work- Even so, work continued to play a significant,
if less essential, role in children’s lives in the later 1 9th and 20th centuries. Finally, the ‘useful child’ has
become a controversial concept during the first decade of the 21 st century, especially in the context of
global concern about large numbers of children engaged in child labour.
The half-time schools established upon the Factory Act of 1 833 allowed children to work and attend
school. However, a significant proportion of children never attended school in the 1 840s, and even if they
did, they dropped out by the age of 1 0 or 1 1. By the end of the 1 9th century in Britain, the situation
changed dramatically, and schools became the core to the concept of a ‘normal’ childhood.
It is no longer a privilege for children to attend school and all children are expected to spend a significant
part of their day in a classroom. Once in school, children’s lives could be separated from domestic life and
the adult world of work. In this way, school turns into an institution dedicated to shaping the minds,
behaviour and morals of the young. Besides, education dominated the management of children’s waking
hours through the hours spent in the classroom, homework (the growth of ‘after school’ activities), and the
importance attached to parental involvement.
Industrialisation, urbanisation and mass schooling pose new challenges for those who are responsible for
protecting children’s welfare, as well as promoting their learning. An increasing number of children are
being treated as a group with unique needs, and are organised into groups in the light of their age. For
instance, teachers need to know some information about what to expect of children in their classrooms,
what kinds of instruction are appropriate for different age groups, and what is the best way to assess
children’s progress. Also, they want tools enabling them to sort and select children according to their
abilities and potential.
Câu hỏi (questions)
Question 1 - 7
Do the following statements agree with the information given in the Reading Passage?
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if it is impossible to say what the writer thinks about this
1 Aries pointed out that children did different types of work like adults during the Middle Ages.
2 Working children during the Middle Ages were generally unloved.
3 Some scientists thought that overwork might damage the health of young children.
4 The rise of trade unions majorly contributed to the protection of children from exploitation in the 1 9th
century.
5 By the aid of half-time schools, most children went to school in the mid-1 9th century.
6 In the 20th century, almost all children needed to go to school with a full-time schedule.
7 Nowadays, children’s needs are much differentiated and categorised based on how old they are.
Question 8 - 1 3
Answer the questions below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
8 What has not become a hot topic until the French historian Philippe Aries’ book caused great attention?
9 What image did Aries believe children are supposed to be like in Western Europe during the Middle Ages?
10 What historical event generated the need for a large number of children to work for a long time in the 18th and
19th centuries?
11 What bill was enacted to protect children from exploitation in Britain in the 1800s?
12 What activities were more and more regarded as preferable to almost all children in the 19th century?
13 In what place did children spend the majority of time during their day in school?
Answer key (đáp án và giải thích)
1 False https://www.dol.vn/ielts-r
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2 False https://www.dol.vn/ielts-r
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3 True https://www.dol.vn/ielts-r
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4 Not Given https://www.dol.vn/ielts-r
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5 False https://www.dol.vn/ielts-r
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6 Not Given https://www.dol.vn/ielts-r
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7 True https://www.dol.vn/ielts-r
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8 history of childhood https://www.dol.vn/ielts-r
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9 miniature adults https://www.dol.vn/ielts-r
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10 industrialisation https://www.dol.vn/ielts-r
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11 the Factory Act https://www.dol.vn/ielts-r
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12 play and education https://www.dol.vn/ielts-r
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13 (a) classroom https://www.dol.vn/ielts-r
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