How is the developmental period of children changing as a result of an increasingly meritocratic society? Is it being shortened by the expectation that young people should behave like adults from an early age, and to what extent does this have a positive or negative impact?
Constant biological developmental period
The question of whether the developmental period of children is ‘shortened’ by a meritocratic society cannot be answered unequivocally with a yes or a no. Social conditions fundamentally influence children’s upbringing and well-being. In this sense, one cannot speak of the child in general; rather, the social conditions under which children grow up can vary greatly. However, it is generally assumed that the biological developmental period remains relatively constant.
The experience of childhood
This means that a performance-oriented society has less of an impact on children’s developmental period in the sense that children grow biologically faster or slower. However, it does influence how childhood is experienced and what expectations are placed on children from a young age.
Organised leisure time
From the perspective of developmental psychology and sociology, there is evidence to suggest that children and young people today are confronted at an earlier age with demands that were traditionally attributed more to adulthood, and that children grow up more deeply integrated into institutions (nurseries, schools, out-of-school care schemes). If children are confronted with performance expectations and future expectations at an early age, this influences their social lives: their daily routine may be more organised and scheduled, and there may be less time for free play or for interacting with friends.
Performance-related activities
Their behaviour is measured and assessed more heavily in terms of performance, which can lead to both opportunities and challenges in their development. The increasing focus on performance and success can mean that children and young people have to take on responsibility at an earlier age and adapt more closely to the expectations of the adult world. This means that the child’s everyday world changes: free play and leisure time without a specific purpose are partly replaced by organised and performance-related activities.
Age-appropriateness
If performance requirements are age-appropriate and children receive sufficient support, they can foster personal development. In this sense, the shift towards higher expectations does not only have disadvantages. Children often acquire important skills and abilities at an early age. For example, they learn to take on responsibility and pursue goals, and this can open up opportunities for development. A certain level of challenge can strengthen self-efficacy, perseverance and motivation to learn.
Pressure to perform
The situation becomes problematic when expectations exceed the child’s developmental needs. Possible consequences include increased stress and pressure to perform, fear of failure, declining self-esteem when success is not achieved, psychological strain such as exhaustion or feeling overwhelmed, and less time for free play, creativity and social experiences. Studies show that pressure to perform at school is linked to increased stress and anxiety (JF_Juvenir_Study_4.0_lang_06.indd). Particularly when children feel they cannot meet expectations, this can affect their well-being.
Conclusion
In summary, it can certainly be said that a meritocratic society is changing the social significance of childhood. In some cases, children are confronted at an earlier age with expectations that demand independent, responsible and performance-oriented behaviour. On the one hand, this can foster skills and support preparation for adult life. On the other hand, there is a risk that important areas of development – such as free play, relaxation and the gradual process of growing up – will be restricted, and that stress levels will increase.