Childhood Today Explored Through Notions of Being and Time

Abstract

Time is a fundamental part of our daily life. We live in a rapidly changing world and many parents and children are caught up in the hectic pace of daily living. What has not been considered is how children interpret time and how they respond to being hurried. Heidegger (1924/1992:6E) suggested that to fully understand time it is necessary to consider our Being in relation to time. Our Being or existence inhabits a set of relationships and possibilities that require exploration and reflection. Using a qualitative research method, based on Interpretative enquiry, I have looked at notions of time and Being in the everyday lives of families. A phenomenological approach allowed me to make sense of the lived experiences of children to examine their perspective of time and Being. These accounts have identified that a young child's understanding of time differs to that of adults. Through processes of normalisation and regulation (Foucault 1977; 1988), a child's use of time can be restricted and controlled as a result of the power relations that are embedded in Western culture. This study examines the impact that adults perspectives of time may have on children and childhood. The investigation of the relationship between time and Being, and the complex issues faced by families, teachers and children in current contexts has allowed me to uncover new ways of thinking about time in relation to young children.