Changing Concepts of Childhood: Children’s Folklore Scholarship since the Late Nineteenth Century

Abstract

Abstract This essay examines children’s folklore scholarship from the late nineteenth century to the present, tracing key concepts from the Gilded Age to the contemporary era. These concepts reflect significant social, cultural, political, and scientific changes. From the "savage child" to the "secret-keeping child," the "magic-making child," the "cerebral child," the "taboo-breaking child," the "monstrous child," and others, scholarly representations of young people have close connections to the eras in which they developed. Nineteenth-century children’s folklore scholarship relied on evolutionism; now evolutionary biology provides a basis for children’s folklore research, so we have re-entered familiar territory.