Half Title Page
CHILDREN, YOUTH AND TIME
Series Page
SOCIOLOGICAL STUDIES OF CHILDREN AND YOUTH
Series Editor: David A. Kinney (from 1999)
Series Editors: David A. Kinney and Katherine Brown Rosier (2004–2010)
Series Editors: David A. Kinney and Loretta E. Bass (from 2011)
Series Editor: Loretta E. Bass (from 2012)
Previous Volumes:
| Volume 14: | 2011 David A. Kinney & Loretta E. Bass, Series Editor; Loretta E. Bass & David A. Kinney, Guest Editors |
| Volume 15: | 2012 Loretta E. Bass, Series Editor; Susan Danby & Maryanne Theobald, Guest Editors |
| Volume 16: | 2013 Loretta E. Bass, Series Editor; Sandi Kawecka Nenga & Jessica K. Taft, Guest Editors |
| Volume 17: | 2014 Loretta E. Bass, Series Editor; Paul Close, Guest Editor |
| Volume 18: | 2014 Loretta E. Bass, Series Editor; M. Nicole Warehime, Guest Editor |
| Volume 19: | 2015 Loretta E. Bass, Series Editor; Sampson Lee Blair, Patricia Neff Claster and Samuel M. Claster, Guest Editors |
| Volume 20: | 2016 Loretta E. Bass, Series Editor; Yasemin Besen-Cassino, Guest Editor |
| Volume 21: | 2016 Loretta E. Bass, Series Editor; Maryanne Theobald, Guest Editor |
| Volume 22: | 2016 Loretta E. Bass, Series Editor; Ingrid E. Castro, Melissa Swauger & Brent Harger, Guest Editors |
| Volume 23: | 2017 Loretta E. Bass, Series Editor; Patricia Neff Claster & Sampson Lee Blair, Guest Editors |
| Volume 24: | 2019 Loretta E. Bass, Series Editor; Magali Reis & Marcelo Isidório, Guest Editors |
| Volume 25: | Loretta E. Bass, Series Editor; Doris Bühler-Niederberger & Lars Alberth, Guest Editors |
| Volume 26: | Loretta E. Bass, Series Editor; Anuppiriya Sriskandarajah, Guest Editor |
| Volume 27: | Loretta E. Bass, Series Editor; Sam Frankel & Sally McNamee, Guest Editors |
| Volume 28: | Loretta E. Bass, Series Editor; Agnes Lux & Brian Gran, Guest Editors |
| Volume 29: | Loretta E. Bass, Series Editor |
Title Page
Sociological Studies of Children and Youth - Volume 30
CHILDREN, YOUTH AND TIME
EDITED BY
SABINA SCHUTTER
Rosenheim Technical University of Applied Sciences, Germany
SOS Kinderdorf e. V., Germany
AND
DANA HARRING
Rosenheim Technical University of Applied Sciences, Germany
SERIES EDITOR
LORETTA E. BASS
The University of Oklahoma, USA
United Kingdom – North America – Japan India – Malaysia – China
Copyright Page
Emerald Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK
First edition 2022
Editorial matter and selection © 2022 Sabina Schutter and Dana Harring.
Individual chapters © 2022 The authors.
Published under exclusive licence by Emerald Publishing Limited.
Reprints and permissions service
Contact: permissions@emeraldinsight.com
No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-80117-645-3 (Print)
ISBN: 978-1-80117-644-6 (Online)
ISBN: 978-1-80117-646-0 (Epub)
ISSN: 1537-4661 (Series)
Contents
| List of Figures and Tables | vi |
| List of Contributors | viii |
| Foreword | ix |
| Chapter 1: Qlimates and Quarantines – Testing the Hypothesis of How Gen Z Transformed into a Generation | |
| Mariann Fekete and Ádám Nagy | 1 |
| Chapter 2: Between Self-actualization and Waste of Time: Young People’s Evaluations of Digital Media Time | |
| Andrea Kleeberg-Niepage and Johanna L. Degen | 29 |
| Chapter 3: How Parents and Children Spent Time During Pandemic? Exploratory Study of Home Activity Patterns and Parental Mental Health COVID-19 Japan | |
| Sachiko Nozawa and Midori Takahashi | 49 |
| Chapter 4: Maintaining Quality Family Time for Children’s Social Intelligence: Public Educators’ Beliefs and Practices in the Pandemic Age | |
| Miftachul Huda and Sultan Salem | 69 |
| Chapter 5: Unequal Time Patterns in Childhood and Adolescence | |
| Rita Braches-Chyrek | 91 |
| Chapter 6: Childhood Fantasy: Young People’s Time Use in Their Imagined Ideal Childhood | |
| Vivian Naa Ayelesa Acquaye | 103 |
| Index | 121 |
List of Figures and Tables
Figures
Chapter 1
| Fig. 1. | The Distribution of Respondents According to Faculties (%) (n = 1.195). | 6 |
| Fig. 2. | The Distribution of Respondents According to Training Course (%) (n = 1.195). | 7 |
| Fig. 3. | Twenty-five Integrated Word-clouds Based on the Values of the Opinion-index and the Mentioning Frequency (n = 1.131). | 9 |
| Fig. 4. | How Important Do You Think that COVID-19 Vaccination Should Be Given to the Population? (%), n = 1.195. | 10 |
| Fig. 5. | The Necessity of Changes in the Life of Hungarian Politics (n = 1.195). | 15 |
| Fig. 6. | Willingness to Vote (n = 1.195). | 16 |
| Fig. 7. | Interest in Public-Social Life-related Issues (n = 1.195). | 17 |
| Fig. 8. | “In Your Views, Do Weather Changes Endanger the Population on Earth?” (n = 1.195). | 19 |
| Fig. 9. | The Change of Climate-related Fears (%) (n = 1.195). | 20 |
| Fig. 10. | “In Your Opinion, Is Climate Change Caused by Natural Phenomena, Human Activity or Both?” (%) (n = 1.195). | 21 |
Chapter 3
| Fig. 1. | Mean Score of Home Activities by Clusters. | 58 |
Chapter 6
| Fig. 1. | A Thematic Presentation of Activities in the Children’s Imagined Ideal Childhood (Children’s Fantasy). | 113 |
| Fig. 2. | A Graphic Presentation of Activities in the Children’s Fantasized Ideal Childhood. | 114 |
Tables
Chapter 1
| Table 1. | The Distributions of Generational Attributes According to Sentiments II (n = 1.131) | 7 |
| Table 2. | The Distribution of the Most Frequent Categories of the Opinions (n = 1.131) | 8 |
| Table 3. | Concerns Related to Coronavirus Infection | 9 |
| Table 4. | Do You Think That You Keep More Contact or Less Contact (Offline and Online) with Your Family and Friends Since COVID-19 Precautionary Measures Were Introduced? | 10 |
| Table 5. | Satisfaction with Diverse Aspects of Life (n = 1.195) | 11 |
| Table 6. | Free Time Activities in the Examined Periods (Mean Minute Per Day) | 13 |
| Table 7. | The Problem Perception of the University Students of Szeged (n = 1.091) | 14 |
| Table 8. | “As far as the Issue of Climate Change is Concerned, Who Do You Believe?” | 21 |
| Table 9. | Climate Perception Groups (Stable Cluster Centres) (n = 1.122) | 22 |
| Table 10. | Problem Perception of Climate-conscious People | 22 |
| Table 11. | Problem Perception of Sceptic People | 23 |
Chapter 3
| Table 1. | Participants’ Sociodemographic Variables (n =1.036) | 55 |
| Table 2. | Descriptive Statistics of Home Activities and Parents’ Mental Health During the Pandemic (n = 1.036) | 57 |
| Table 3. | Results of Clustering | 57 |
| Table 4. | Differences in Home Activities During Pandemic Across the Clusters (n = 964) | 59 |
| Table 5. | Differences in Parents’ Mental Health During Pandemic Across the Clusters (n = 964) | 60 |
| Table 6. | Differences in Sociodemographic Variables Across the Clusters (n = 964) | 62 |
List of Contributors
| Vivian Naa Ayelesa Acquaye | University of Education, Ghana |
| Rita Braches-Chyrek | University of Bamberg, Germany |
| Johanna L. Degen | Europa-Universität Flensburg, Germany |
| Mariann Fekete | University of Szeged, Hungary |
| Dana Harring | Rosenheim Technical University of Applied Sciences, Germany |
| Miftachul Huda | Universiti Pendidikan Sultan Idris, Malaysia |
| Andrea Kleeberg-Niepage | Europa-Universität Flensburg, Germany |
| Ádám Nagy | Óbuda University, Hungary |
| Sachiko Nozawa | The University of Tokyo, Japan |
| Sultan Salem | University of Birmingham, UK |
| Sabina Schutter | Rosenheim Technical University of Applied Sciences, Germany/SOS Kinderdorf e.V., Germany |
| Midori Takahashi | The University of Tokyo, Japan |
Foreword
Dana Harring and Sabina Schutter
Time in childhood and youth is discussed in two contradictory ways. On the one hand, childhood and youth is portrayed, even romanticized as a time of play, of innocence, of exploration, a time of learning, a time of trial and error (Baader, 2004; Dudek, 2002; Stecher, 2003). On the other hand, time in childhood and youth is restricted by tight societal and generational structures, that is, chains of care, institutional and family time tables, extracurricular activities (Wehr, 2009; Zeiher, 2005).
Additionally, temporality in childhood and youth is considered different to adults perception and disposability of time and temporality (Wehr, 2009). The everyday life of the younger generations is, to a large extent, shaped by adults, leading to an unequal distribution of active and passive disposition of time (Elias, 1984). Where, how, and with whom children and young adults spend their time is subject to a variety of interests and negotiation processes. Within these negotiations, children’s and young adult’s experiences are one factor among other, such as familial compatibility issues or societal structures and demands.
Third, when considering today’s children and youth as a specific generation within a historic development, there is one central occurrence which affects the youngest generations heavily: COVID-19.
When we first thought about editing an issue on children, youth and their perception, and disposition of time, we did not imagine that by the time the issue would be published we would be living in “pandemic times,” facing a global crisis which possibly shapes whole generations and their experiences. Thinking about growing up as a time of life influenced by new experiences, learning and development, growing up during a pandemic, where especially social contacts are restricted, the life of children and youth is very different. Also, growing up during the pandemic shows that the strict time requirements, that is, the age of required developments or transitions is also part of a social construction. The disruptions of education, social contacts, losing parents or relatives, and the constant fear of illness is a dominant experience for children now worldwide.
Therefore, it is not surprising that childhood and youth in times of the pandemic became a major topic in this issue.
Sachiko Nozawa and Midori Takahashi examine how home activity patterns of Japanese Preschool children and parental mental health have changed due to the restrictions due to the COVID-19 pandemic.
Mariann Fekete and Ádám Nagy analyze how the two major global challenges, again COVID-19 and the climate change, affect the time perception of Hungarian students and whether those challenges hold responsible for the formation of a generation of crisis. Miftachul Huda and Sultan Salem elaborate research on family time during the pandemic as perceived by public educators.
Regarding the criticism of the sociology of childhood about the perspective on childhood focused on children as becoming adults whereas the sociology of childhood focuses on childhood as a socially constructed category in its own right, the pandemic opens this perspective in a new way. The stress and disruptive experiences of children during the pandemic as well as the changing views of politics and pandemic management on children’s lives shed a light on the changeability of perspectives on childhood.
These manifold claims on children’s and youth’s time can be regarded as a stressor and may lead to stress, exhaustion or as a last resort to pathological findings (e.g., burn out) (Schulte-Markwort, 2016). Furthermore, management of one’s own time is regarded as both a challenging and necessary competence in today’s society (Muri, 2004).
Andrea Kleeberg-Niepage and Johanna Degen shed light on children’s and young people’s spending and perception of “digital time,” both generally and regarding the pandemic related lockdown in Germany. This contribution discusses young people’s evaluations and perspectives addressing the possibly artificial adult differentiation of analogue and digital time or activities as well as adults’ presumptions about young people’s digital time and the strive for control resulting from these. Additionally, insights from the circumstances of the COVID-19 lockdown are included in gaining knowledge about what is actually important and rewarding when young people spend time digitally. This chapter aims at an intergenerational understanding of the significance of digital media in young people’s lives questioning alarmist scenarios of a generation that is lost in the digital world.
Rita Braches-Chyrek analyses the ways in which unequal patterns of time develop effectiveness in childhood and adolescence. Central is the focus of the taken-for-granted experiences in the phase of growing up, the developing ways of life and value attitudes. In this context, questions arise about the extent to which children and adolescents help to shape the time patterns that are relevant to them and how an “equitable distribution” of “temporal resources” could be promoted.
Vivian Naa Ayelesa Acquaye presents findings on children’s imagination of the “ideal” way to spend their time and relates it to their everyday life as mainly shaped by the (adult) society.
This volume of Sociological Studies of Children and Youth interrogates the question of children’s and young adult’s perception and disposition of time both in tight societal and generational contexts.
How children and youth dispose of time in societal and generational structures?
The role of time in different institutional and familial contexts (e.g. school, day care, etc.).
Trajectories of children’s and youth’s time throughout the day or life course.
