Evaluate the argument that work is incompatible with childhood.

Relevant materials
The following chapters of book 3:
O’Dell, L., Crafter, S. and Montgomery, H. (2013) ‘Children and work’ in Clark, A. (ed.) Childhoods in context, Bristol, The Policy Press/Milton Keynes, The Open University, pp. 215–262.

Kraftl, P. (2013) ‘Public spaces’, in Clark, A. (ed.) (2013) Childhoods in context, Bristol, Policy Press/Milton Keynes, The Open University, pp. 111–162.

Online activities for Unit 17.

Suggested approach
In answering this question, you will need to consider constructions of childhood, and how they influence what activities are considered appropriate for children. You may wish to consider the question of what constitutes ‘work’; for instance, is school a form of work? In addition to the historical context of children working, you should also consider modern forms of child work, and how different experiences of work differ across the world and in different contexts.

As in previous TMAs, Part B of this TMA asks you to answer an essay question using the knowledge you have developed over the block. It is worth taking some time to plan out your answer, as this should help you in developing an introduction, conclusion and logical argument.

Your tutor will mark your assignment according to the Part B marking criteria. This means a good answer will keep focussed on the specific question, rather than discussing the general topic area, and follow a clear and logical structure. It will show your tutor that you understand the key ideas relevant to the module, by expressing them in your own words. Each of your key points should be supported by evidence or examples from the module – for instance, the findings from a relevant study, ideas from academics, or children’s voices – which should be referenced. It should also be written clearly; you can work on this by using a spelling and grammar checker, and making sure to proofread your work. Good answers will include critical analysis, which involves evaluating the strengths of particular arguments, and using module material to make relevant points, rather than simply describing it. Critical analysis is an advanced study skill that you can develop over time; you may find this guidance from the OU and this advice from Leicester University helpful.

Include in-text references to relevant material where appropriate, and at the end add a list of references, in OU Harvard style (see the section on referencing in the Assessment Guide) and a word count.