Construction of Modern Childhood through Children’s School Education in Digital Age: Setting of Global Vision or Realization of Local Needs of Children?

The contemporary childhood is a construct of modern technologies and modern education system which is equipped with scientific temperament and rational thinking. It has been observed that children enjoy more freedom of expression and greater degree of choices in their daily lives. The State has also developed more laws of protection of children; social Control of children has also been modified through new laws and compulsory education. The consequences of this change towards modern childhood is that children are more and more exposed to new world of technologies and placed into schools which is like a waiting room for these children before entering into the world of work. In this backdrop, a study has been conducted to explore two basic questions in the context of ‘children’s school education’ and the ‘new construction of their childhood’ : First question was to see how far children receive the basics of modern education – reciprocity and freedom in communication; openness and rationality in the process of learning in the class room environment; participation in the learning process; safety of children within the school system; space for children’s agency in the school settings, etc. The second question was to probe the boundaries of children’s childhood which was shaped by basic needs of their families and/or their communities. The study found that children who receive the modern education in their schools face a dilemma. On the one hand they adapt the new and relatively more open value system in which they develop a logical rationale for their each and every action.They argue; they challenge; they propose alternatives etc.On the other hand they have to follow the traditional arguments and logic of their parents and community people as they have live with them as well. Children are sometimes in conflict what to choose and what not.