Abstract
This chapter analyzes the historic changes in different, but sometimes parallel, regimes of children’s well-being in the West. Regimes are constructed through the influence of basic demographic and social conditions, systems of political governance and professional responsibilities, and an understanding of the nature of social relationships of children and childhood in culture and science/scholarship as well as definitions of children’s rights. Regimes of well-being also express norms and value structures regarding how the lives of children are construed in different societies, thereby also defining the normal and the abnormal. Based in both international and national or regional experiences, the different understandings of well-being inevitably come to be part of conflicting political cultures and conflicting interpretations of the world of children, as well as expressions of general and global, and long-, medium-, and short-term trends of change. The West is in many ways a cultural unit and is also defined by the differences among nations, regions, and cultures. The histories involved – of the family and children, of institutions of care and schooling, of work, of international cooperation, of imperialism and globalization – create a complex web of experiences that shapes understandings of well-being that are both unique and different from that of neighbors and yet a part of a common Western experience.
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Sandin, B. (2014). History of Children’s Well-Being. In: Ben-Arieh, A., Casas, F., Frønes, I., Korbin, J. (eds) Handbook of Child Well-Being. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9063-8_2
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