Histories of childhood present special challenges. First, assuming that one is fortunate enough to pass through childhood and not succumb to the many dangerous diseases, it is a transitional phase in life. However much it might define one, it will only do so for a certain period of time and then it is left behind. One may be a female or an Aboriginal person or a farmer for the entirety of one’s life, but no one is a child for more than the first few years.
The second challenge is how to define childhood. Clearly there’s the period of utter dependency that most societies would agree constitute infancy and that usually lasts four to six years. After that, what distinctions does a society and culture make between a seven-year-old, for example, and a 14-year-old? What criteria are used to define the qualities of childhood and its end? Across the many cultures of British North America and Aboriginal Canada and across many centuries, the definition of childhood has been both diverse and fluid.
Third, the history of childhood is limited by the lack of personal records. Most children in the past were insufficiently literate and rarely self-reflective enough to provide first-hand accounts of their lives. This changed somewhat in the 19th century when institutionalized education emerges as a shared aspect of child development, one that taught children how to give voice to their experiences. Nevertheless, the record in past centuries is patchy at best. And our own values and prejudices about childhood come to bear. As historian Robert McIntosh recently wrote,