"Childhood in history"

Egypt (5000 B.C - 525 B.C)

5000 BCE

There is no clear concept of childhood, the child and his value were simply seen based on his role within society. "child considered as successor of the father (in the case of the upper classes), and in the case of the lower class they are considered as reproducers of trades.

Greece (1800 B.C)

1800 BCE

Intellectual and classical education is developed to give knowledge of moral laws, through the legislation of obligations.
"Child considered as an adult project, lacking qualities to develop to be a virtuous citizen".

Classical Greece (510 B.C - 323 B.C)

510 BCE

In classical Greece, the need for male citizens to attend school is defended,
first receiving informal instruction (until puberty: reading, writing, physical education), then a formal instruction: literature, arithmetic, philosophy, science.
In addition, the concept of liberal education and "integral" development of the
person (body-mind) arises.
Aristotle, in many of his writings expresses his interest in problems about education, in order to contribute to the formation of free men.

Rome

323 BCE

Liberal education loses relevance and there is much less attention to physical education and sport. The goal of education is to train good orators, "to beautify the soul
of young people through rhetoric”.

The Middle Ages

476

Due to the influence of Christianity, it is the church that controls both religious and secular education.Throughout the Middle Ages the objective of education is to prepare the child for serve God, the Church and its representatives, with complete submission to authorityof the church.
The child is conceived as a "homunculus", that is to say that "there is no evolution, but change from a lower state to a higher one, an adult"(Tomás de Aquino)
Therefore, the child must be educated to be reformed.

Renaissance

1400

An important change in the conceptions of human nature and, consequently, of the child, comes from the empiricist current in philosophy. Locke insists on the importance of experience and habits, proposing a vision of the newborn as a "clean slate" where experience will gradually leave its mark (that is, the child is not born
neither good nor bad, but everything you do and be will depend on your experiences)

Industrial Revolution

1760

With the Industrial Revolution and the emergence of the bourgeoisie, the need for child labor and, therefore, many children no longer have to go to work and they have “too many leisure hours” left that they must occupy with some activity. Hence the need for schooling them to become a primary objective. On the other hand, changes in social life and family life, promote closer contact between parents and children.

The age of the Enlightenment.

1762

During this period Jean-Jacques Rousseau expresses that the child is good by nature. He is born that way, and it is society that can pervert the good inclinations of the child
During this period, the training given to children was based on the senses, intelligence and consciousness.

Contemporary Age

1789

In the 19th century there is still no unified conception of childhood and
education, however, society manifests the desire to attend to childhood in an integral way; where boys and girls without discrimination should receive more education and attention. In addition, the appearance of psychology and pedagogy helped to give a greater understanding of childhood and child development.

20th century, children with rights

1901

Also called the century of childhood since in these years the most important laws of childhood were approved.
In 1924 the first Declaration of the Rights of the Child was drafted and in 1946 the United Nations Children's Fund was founded.
Childhood is understood as a child who is a moral and social subject, with needs and feelings, in which work must be done on their cognitive development.

Freud

1919

He brought importance to the role of children and their psychological influence in the establishment of a grown individual.

Philippe Aries

1965

Philippe Aries is considered the pioneer in the study of the history of childhood. In his books he talks about how the attitude of parents towards childhood has changed over time and establishes a link between the history of education and social history.

Education and childhood in the 21st century

2001

Unicef ​​defines that "Childhood is the time in which boys and girls have to be at school and in recreational places, grow strong self-assured and receive love and encouragement from their families".
Children manifest increased levels of anxiety, including increased pressure due to competition. The presence of the digital world means that, today, phenomena such as bullying follow the children and young people from the schoolyard to their homes.

CHILDHOOD TODAY

2023

Childhood is defined as more than just the time between birth and adulthood, it refers to the state and condition of a child's life: the quality of those years.
Kids today are less empathetic, and they lack many social skills. Children's diet can become less healthy; as parents are not so aware of them. With social networks, they are more exposed to inappropriate content for children, and to danger.