Concepts of childhood as perceived through educational planning and implementation in Trinidad from 1955 to 1975

Abstract

This study seeks to explore the origins and nature of concepts of childhood, initially as they have exhibited themselves in societal custom and practice, and then in educational planning and provision. A picture emerges of childhood always having been subject to manipulation, and of intentions and outcomes that do not always conflate, to the point where children's notions and actions were significant factors in effective change