By David Rayner
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They require (and often seek) guidance, support and teaching from more experienced social actors, through enabling structures and pedagogies for participation. Of course, these learning relationships are much more fluid than a crude developmental model might suggest, and they are not inevitably based on age-based hierarchies. g. Wood 1988; Rogoff 1990; Lave and Wenger 1991, Mercer 1995 ). For further discussion of these possibilities, see Woodhead (1999a) and Smith (2002). CHILDHOOD STUDIES: PAST, PRESENT AND FUTURE 31 Children’s studies or childhood studies?
40 DIANA GITTINS Historians agree that profound changes occurred around the sixteenth century that affected ideals of, and most probably behaviour concerning, families, family life and childhood. It was a time when capitalism was developing and the feudal order, especially in England, was crumbling; it was a time when new religious beliefs affected how people thought of their world, a time when discoveries, technological and scientific changes were all contributing to profound changes in Western culture.
The single most influential developmental researcher in twentieth-century Europe was Jean Piaget. It is instructive to speculate how he might have responded to critics of a developmental paradigm. Piaget would surely have rejected any accusation that he devalued children’s ways of thinking and learning, claiming his work was based on a deep respect for children. He listened to them closely and did not belittle their ways of understanding. Early in his career, around 1920, Piaget worked in the Binet laboratory in Paris, assisting in the standardization of intelligence tests.