ABSTRACT
The process of spreading versions of the modern model of childhood continued in the twentieth century in many parts of the world, though legacies of colonialism, economic dependence, and even the prior experience of slavery complicated global change. The West and Japan continued to adjust to still-novel patterns. Latin American cities worked toward a more schooled childhood but social divisions complicated the process. The most striking new force in childhood change in the first half of the twentieth century, however, came from the new burst of political and social revolutions that became such a vital part of the century’s landscape.
