In Defense of Children’s Work

A corner store opens to the street. A fourteen-year-old steps on a milk crate behind the counter so he can see over the register. He counts back change to a neighbor he calls by name and later sweeps across the stoop into a metal dustpan. Nothing he does is dramatic. But it is precise, relational, and accountable. The task places him in a web of faces and expectations. He is needed, not merely supervised.

The claim is simple: when it is local, supervised, age-appropriate, and limited, children’s work helps form responsible adults. Somewhere along the way we let the worst abuses of industrial child labor define the whole idea of kids working. We mistook the sweatshop for the shop. The first deserves prohibition; the second deserves protection.

Before the argument goes farther, the bright lines. School comes first. Jobs must be safe, supervised, undertaken with parental guidance and a child’s assent, and bounded by modest hours. Hazardous or industrial tasks are out of bounds. Kids must be paid fairly for real contributions. These guardrails already exist in law and custom, and we should honor them.

For most of human history, children’s work lived inside the household economy: milking before school, stacking split wood, sweeping a shop floor, carrying casseroles through a church kitchen, running a paper route before dawn. The aim wasn’t résumé padding but membership. Work stitched children into the daily fabric of place—into the habits, adults, and neighbors that give shape to a young person’s sense of identity and duty. We once recognized this as apprenticeship to life. It did not compete with learning; it was a form of learning—about time, trust, tools, and other people.

What changed? The entry-level seams in local life thinned. Chain stores replaced counters run by owners who knew your family. Liability worries made even simple junior roles feel risky. Childhood schedules ballooned with the college-application arms race. And some of the most iconic kid jobs simply vanished. By the late 1970s nearly three out of five teens worked—paper routes, grocery shifts, babysitting. Today, it’s closer to one in three. The point isn’t to rewind to 1979; it’s to notice how ordinary, steady work lost its on-ramps.

Ask any employer what’s missing and you’ll hear the same refrain: young people struggle to show up on time, talk to strangers, take correction, finish what they start. Those aren’t mysteries. They’re habits learned in small jobs. Standing where you said you would. Greeting people you do not know. Sweeping a floor until it shines. Light, face-to-face work teaches these things because the task itself requires them. In its absence, it is no wonder that schools are increasingly focused on developing the competencies which we have come to refer to as executive functioning skills.

When children’s work is done right, the benefits are immediate and plain: cash-handling trains numeracy and trust; stocking to a checklist breeds order and persistence; greeting customers builds courage and neighborliness. There is also an intergenerational kindness at work. A barber can show a high schooler how to sweep, greet, book the next appointment, and keep a register square without ever touching a blade. In a church kitchen, an elder can teach teens to stack chairs and run a dish line with steady rhythm. In a thrift shop, a volunteer with a label maker can teach back-room inventory and first-in, first-out rotation. Places become classrooms; adults become mentors; teenagers become known by name for more than their test scores.

Fair objections deserve answers.

Kids need rest and free play. Agreed. That is why hours must be modest during school weeks and end early. The point is not to cram another achievement into a teenager’s schedule but to trade a few abstract obligations for a few concrete responsibilities that bind them to real people. With sane limits, work complements rest rather than cannibalizes it.

School is already demanding. Yes—especially for students with long commutes or heavy coursework. That is why a child’s off-ramp must be real and why parents or guardians, not just employers, decide whether a role is appropriate in a given season. If sleep and grades slip, the job pauses.

Won’t this widen inequities or invite coercion? It could, if we forget the words voluntary and local. Opportunities should be additive, not primary; a teenager’s hours must never substitute for childcare or adult wages. Kids should never be pressed into jobs out of family desperation, and no teen should feel trapped. But forbidding all junior roles heals nothing. What helps is opening dignified on-ramps so work becomes a teacher rather than a punishment.

Recent headlines about illegal child labor in dangerous settings are rightly alarming. But the answer is not to bar all work—it is to distinguish: keep strict prohibitions on hazardous labor while recovering small, relational apprenticeships that happen within sight of adults, under clear limits, and alongside school.

So what would recovery look like—something small, sane, and doable this semester?

Households can tie real chores to real outcomes. Not tokenism, but contributions that actually change the home: dinner on Tuesdays, lawn on Saturdays, younger sibling pickup on choir nights. A small stipend can teach budgeting without turning the household into bureaucracy. The object isn’t to monetize family life; it is to make it clear that a home is a shared enterprise and that children participate in its real work.

Congregations and civic groups can post a “Neighbors Hire Teens” board with brief, screened listings: a few hours shelving each week at a thrift shop; a Saturday morning bike-repair table; nursery help during the early service alongside a certified lead. They can host “Skill Saturdays”—cash-register basics with a borrowed till drawer, food safety 101, customer-welcome practice with a smile and a sentence. The point is not to merely simulate work but to lower the first rung so kids can step onto it without embarrassment or fear.

If the argument still sounds quaint, it may be because we have grown used to abstraction. Screens will instruct, but they will not correct your change. Coursework will elevate, but it will not require you to look a stranger in the eye and say, “How can I help you?”

Picture again the boy perched on the milk crate. He is learning to stand where he said he would, to greet a neighbor by name, to sweep a stoop with pride. That is not exploitation. It is apprenticeship—small, local, bounded, and humane. It is one way children are apprenticed to adulthood, not in theory but in practice, in place, and in the company of others.

Image Credit: Camille Pissarro, “Apple Harvest” (1888) via rawpixel.