Evolution of the Concept of Childhood: Evidence from Children’s Literature Essay

Zohar Shavits discourse of the growth of the conceit of pip-squeakishness takes into consideration the lit that has been developed for children. Shavits goal was to explain how the concept of childishness evolved as it is tryn along the lines of childrens literary works. This essay exit undertake to provide criticism regarding the manner by which Shavit argued his case. Focus and attention go out be towards the development of the argument. Furthermore, each section of Shavits article will be analyzed and critiqued in terms of how it contributed to the strength of the authors argument. Shavit begins his article by discussing the beginnings of the concept of puerility. He described how up until the seventeenth century, children lived in an braggy world and were non considered as manifest from their mature counterparts. (Shavit, 318) In other words, the world had no concept of what a child was. Every aspect of a childs life was that of an large as well. He cited various reasons for such including the fact that there was a high mortality rate among children and the poor survival of children during the time. more thanover, children did not genuinely enjoy a childhood as it is now defined for premature in life, they were made to do things that adults do.Some marry at a very tender age while others are thrust into a working life. (Shavit, 318) Shavit then discussed how in the seventeenth century the unity amidst the lives of adults and children shifted to polarization. (Shavit, 319) He described how children began to develop their own way of life including the process of clothing and educational games. (Shavit, 319) Basically, at this time, a distinction surrounded by adults and children began to be established. The concept of childhood developed out of the polarization between the adults and the childs world. Shavit moved on to discussing the emergence of childrens literature specifically to meet the new educational needs of children as defin ed by the perceived need to mold children who were fall uponn as nice creatures. (Shavit, 320) Having established how childrens literature emerged, Shavit then discussed the phylogenesis of the one of the well-nigh commonly analyzed childrens tales, detai guide Red ride touchwood. He discussed how the story evolved just as the conception of childhood evolved as well. Shavits main argument and the thesis of his article is that the concept of childhood and its evolution through time shapes the literature that has been developed for children. Basically, as the concept of childhood is altered so is the literature for children. Shavits thesis is quite general. His abbreviation lies along the general lines. (Shavit, 317) Furthermore, based on his thesis, one can see that the evolution and history of devil the concept of childhood and of childrens literature are necessary elements of his argument. As such, in order to prove his thesis, Shavit had to ready down the history of the concept of childhood and how childrens literature emerged from the development of the concept. Shavits argument is well structured. He lay down the infrastructure of his argument by providing historical insights in both the concept of childhood and of childrens literature. From this foundation, Shavit was open to demonstrate the relationship between childrens literature and the evolution of children in society. More importantly, this foundation was integral in his watchword of the old quill winding source for readers are able to relate the concept of childhood in the text with the perception of childhood in society at the time the text was published. Shavits article moves on along a time line making it logical and sound. Shavit utilized an analysis of the text, Little Red Riding Hood to demonstrate how the concept of childhood evolved. More importantly, Shavit used a comparison between 2 adjustments of the text to show that a diversion in the conception of childhood existe d between the two different time periods. Shavit compared Perraults version with that of The Brothers Grimm in order to adorn how the concept of childhood influences the story.He quoted both versions to demonstrate how the two differed in particular parts of the story. For instance, Shavit quoted Perraults and The Brothers Grimms versions to show the difference between the two particularly in the part where the grandmothers complete is expressed in the story. (Shavit, 330) Shavit did no divert from either text and ensured that both were properly quoted.Shavits use of the quotations was specifically for the purpose of showing the difference of the two versions in demonstrating family ties in the text. Other than for such purpose, Shavit failed to utilize the primary texts. Shavits arguments could have been strengthened by more use of the primary sources. Although he was able to extensively compare the two texts, he was not able to engage readers appreciate the comparison since he insufficiently quoted the two versions.Shavit likewise compared the endings of the two versions of the story. He noted that the difference in endings led to a change in the meaning and moral of the story. (Shavit, 329) The moral of Perraults story was intended for the gentlemen since it emphasized the wolf. On the other hand, the Brothers Grimms version stresses Little Red Riding Hoods learning a lesson. (Shavit, 329) The difference in endings thus provides evidence that the two versions were intended for distinct audiences. Shavits discussion entailed the use of two versions of the Little Red Riding Hood to show how the concept of childhood evolved. However, as mentioned earlier, Shavit failed to utilize the texts adequately. instead of quoting the texts, Shavit used his own perception and analysis to demonstrate the difference in the two versions. In other words, Shavits arguments lacked sufficient backing from primary sources. In his recount of the history of the concept of chil dhood, Shavit failed to cite sources for his descriptions. He in the first place utilized his own descriptions and understanding of history in his explanations. In his discussion of the two concepts of childhood that emerged in society, he failed to cite sources for it.His explanations were logical and easily understood. However, without enough evidence from sources, a shadow of doubt is seemingly influence over the authenticity and validity of his arguments. His arguments may be seen as congenital for he was unable to use historical sources. Shavits comparison of Perrault and The Brothers Grimms versions of Little Red Riding Hood were very extensive. He was able to cover several elements of the story including tone and ending. However, he was unable to rationalize most of his comparisons by quoting the texts. In general, Shavit was able to show how the concept of childhood evolved. He was able to demonstrate how a different concept of childhood emerged in Perraults and The Brot hers Grimms versions. More importantly, he was able to show that at the two different times, children were thought of differently. In this light, Shavit was successful in proving his arguments but there is room for improvement. More historical sources will make Shavits arguments stronger and more sound. It will increase the validity of his statements.Works CitedShavit, Zohar. The impression of Childhood and Childrens Folktales Test Case-Little Red Riding Hood. The Classic Fairy Tales. Ed. Maria Tatar. Norton, 1999. 317-332.