Viewing childhood from a sociological perspective makes it very apparent that no child

holds the same universal experiences, as this time of life is socially constructed. Childhood is not

just biological, rather, it is shaped by society, culture, history, and economic elements. Societies

often define what it means to be a child and the roles, rights, and protections they have. Across

many cultures, these definitions can vary as the social norms, laws, and societal expectations in

school and families all differ. To understand the position children occupy across time, place, and

culture, an analysis between India and China will be drawn, looking at how a child is seen and

treated in two different places.

To begin, in both India and China, cultural values recognize that children are a key aspect

of family life, but the way they are seen and treated can be very different. First, in India, children

are viewed as key members of the house and expected to take on traditional roles. A strong

emphasis is placed on obedience, respecting one's elders, and setting them up for future roles as

caretakers to children of their own. In rural areas, childhood can be composed of chores, labor,

and getting married young. Laws are in place to protect children's rights, but how well they are

enforced is debatable (Sharp 2012). That being said, many children will be forced to grow up

very quickly and fulfill adult responsibilities at a young age. The Journal of Comparative Family

Studies published a piece titled, Beliefs on Parenting and Childhood in India. Author Mila Tuli

goes into extensive detail regarding how children are treated in India. They are considered the

central unit of social existence in the family. According to recent research in Delhi, parenting

practices are constructed through cultural scripts, personal experiences, and the rapidly evolving

urban environment. Mothers have an important role in facilitating daily routines, as seen in

discipline, learning, and social bonds. The parental ethnotheories in India are carried out and
passed down through generations, but are more recently being challenged by society as

traditional values are drowning in a world full of modern aspirations (Tuli 2012).

On the contrary, China is historically rooted in its One-Child Policy that sought to

improve living standards and facilitate economic prosperity. This gave families great hope that

their child would grow up and become successful for the family, placing immense pressure on

them. This is a prime example of how history can play a large part in childhood development, as

seen in Why the History of Childhood Matters (Mintz 2012). This policy has greatly impacted

future generations, and today, these children still receive intense parental supervision and are

expected to excel academically, especially in competitive situations. They are not treated just like

adults, instead, they must adhere to their parents and follow their authority as well as their

institution. In nearly every aspect of life, adults are at the forefront, guiding children through life.

In a review by Early Childhood Research, Rufan Luo discusses this topic in depth in his piece,

Chinese Parents’ Goals and Practices in Early Childhood. He states that parenting in early

childhood is deeply rooted in Confucian values, emphasizing the need for children to develop

knowledge, adjust to social norms, modesty, shame, filial piety, self-control, and hold

harmonious relationships. The concept of Guan in China stresses that parents have an active and

present role in guiding their children in early life. These values signify the need for obedience,

punishment, and strong family ties (Luo, Tamis-LeMonda, and Song 2013). The Confucian

foundation contrasts with the rapidly changing beliefs in urban India, as they are influenced by

the pressures of urbanization and multiple beliefs.

Both of these views suggest that childhood can have different meanings. In India,

childhood may be seen as short-lived, especially in poor communities. Children are molded to

become “mini adults,” work, help around the house, and begin their journey to early marriage. In
wealthier urban families, childhood can be seen as more protected with a focus on education and

play, but for the majority of Indian children, they will undergo a disadvantaged experience. In

China, childhood is greatly shaped by the state and the expectations society puts in place.

Children are not seen as getting married early or working, but their lives are centered around

discipline, formal education, and family priorities. Childhood in China is not structured around

play or freedom, rather, it focuses on preparation for success.

Below are two photographs of Indian and Chinese children that can help support this

discussion. The first picture is from Supriya Kaushik in Project Dhaara. This image shows how

Indian childhood can be playful and resourceful as the children use creative ways to engage in

outdoor activities. Despite limited access to toys and equipment, the children can utilize their

imagination and adapt as they find joy in simple objects. This reflects their ability to adapt and

become resilient youth in a disadvantaged environment. The next photo is from Xinhua News

Agency in China, which depicts a 1978 photograph capturing Chinese children in kindergarten

in Sanmenxia City. The image reveals how traditional activities and communal teamwork were

used to define childhood. Activities like these are still relevant in Chinese culture and show how

such elements foster teamwork and social cohesion.

Since I grew up in the United States, I grew up in a relaxed, play-oriented house. I had few

responsibilities at a young age, allowing me to explore my interests beyond academics or work. I

found myself engaging in arts and crafts, swimming, and playing with dolls and toys. I was able

to make mistakes and develop at my own pace. Children in China do not hold that same privilege

and are scrutinized if they do not succeed. While my parents rooted for my accomplishments in

school, much of my success was self-motivated. There was an expectation to do well, but due to

the laid-back teachings of my parents, I was the one who had the freedom to make it happen. I

can not imagine preparing for early marriage, as seen in Indian culture. My childhood was free of

any romantic relationships, and it felt like it could go on forever, whereas Indian children are cut

short of this long-lasting era.

Luo, Rufan, Catherine S. Tamis-LeMonda, and Lulu Song. 2013. "Chinese Parents’ Goals and

Practices in Early Childhood." Early Childhood Research Quarterly 28(4):843–57.

Mintz, Steven. 2012. "Why the History of Childhood Matters." The Journal of the History of

Childhood and Youth 5(1):15–28. https://doi.org/10.1353/hcy.2012.0012.

Sharp, Gwen. 2012. "Child Labor and the Social Construction of Childhood." Sociological

Images. Retrieved December 28, 2012

(https://thesocietypages.org/socimages/2012/12/28/child-labor-and-the-social-constructio

n-of-childhood/).

Tuli, Mila. 2012. "Beliefs on Parenting and Childhood in India." Journal of Comparative Family

Studies 43(1):81–91.