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1200 BCE
Greek Period (12th CENTURY B.C.-YEAR 146 B.C.)
Childhood begins to be valued as citizenship of the future, so its incorporation to the educational world becomes important. In addition, the development of pediatrics, gynecology, etc. also began. This period was decisive because the valuation of the child (male and of high social class) as a citizen was born, although not as a present, but as a future. -
30 BCE
Christianism (30 A.D.)
From its beginnings, it reinforces the role of fathers and mothers, since it emphasizes their obligation, by God's command, to feed and teach their sons and daughters. Even infanticide begins to be qualified as murder. -
300
Infanticide (4TH CENTURY)
Parents irremediably resolved their anxieties regarding the care of their children by ending their lives, a matter that had a profound influence on the children who survived, since they adopted the same solutions as they grew up. -
476
Middle Ages (476-1492)
At this time the child is considered the private property of fathers and mothers, in addition to this, it should be mentioned that there was a rather discriminatory treatment towards girls and women. It deals with issues such as breastfeeding by the "balia", tarnishing, the custom of sending children to other families to serve as pages, servants, clergymen...ect. -
1100
Fight against the sale of children (12TH CENTURY)
The church struggled for centuries to put an end to the sale of children. In the 12th century the English sold their children as slaves to the Irish. In many regions the sale of children was practiced sporadically until modern times;for example, in Russia it was not legally prohibited until the 19th century. -
1200
Abandonment (IV-XIII CENTURIES)
Parents began to accept the child as possessing a body and soul, the only way to solve their problems was to abandon him or her, placing him or her in a monastery or convent, keeping him or her at home in a situation of serious emotional neglect or giving him or her to other foster families. -
1230
Child recipient (1230)
The reasons given to justify wrapping in bandages or girdles in other times are the same as those given today by those who practice it in Eastern Europe: The child must be restrained because otherwise he would tear off his ears, break his legs, or touch his genitals. The belief that children were about to become absolutely evil beings is one of the reasons why they were tied up or tarred and feathered, tightly bound in girdles, for so long. -
Ambivalence (14TH-17TH CENTURY)
The expansion of the cult of the Virgin and the Child Jesus, and the proliferation in art of the "image of the caring mother". At the time when children were allowed to enter the affective life of their parents, they remained a container of dangerous projections, the task of the latter was to mold them. -
Renaissance (XV-XVI CENTURY)
During this period we can appreciate a greater appreciation of boys and girls, and therefore of their education. Thus, the institutionalization of the school began, although it must be taken into account that there were different educational models, adapted to the different social classes (nobility, bourgeoisie and working class). -
Intrusion (18TH CENTURY)
The child was no longer so full of dangerous projections, parents came closer to him and tried to dominate his mind in order to control his inner self, his needs, his will itself. His hygienic education began very early and he was made to obey promptly and by threats. -
Continuation of infanticide (19TH CENTURY)
The infanticide of legitimate and illegitimate children was normally practiced in Antiquity; and that of legitimate children was only slightly reduced in the Middle Ages, although illegitimate children continued to be killed until well into the 19th century. -
Extreme campaigns (19TH CENTURY)
Circumcision, clitoridectomy and infibulation were sometimes used as punishment, and all sorts of restrictive devices were prescribed, including plaster casts and spiked devices. -
Socialization (19TH CENTURY - MID-20TH CENTURY)
It is the model of sociological functionalism, in the nineteenth century the parent begins for the first time to take an interest not merely occasional interest in the child, for his education and solidarity with his parents. -
Help (STARTS IN THE MIDDLE OF THE TWENTIETH CENTURY)
The child knows what he needs and involves the participation of both parents in the development of the child's life, participating and satisfying his needs in all aspects. This method requires both parents to help the child to reach his daily goals, to interpret his emotional conflicts and to provide objects appropriate to his evolving interests. -
END OF THE 20TH CENTURY
Children begin to be seen as a social group, with a series of internationally recognized rights, as subjects of rights rather than objects of rights. The Convention on the Rights of the Child recognizes that they are full citizens, and that their rights include social participation.