-
400 BCE
2.Abandoning Mode
-The soul of children began to be recognized but they were still considered evil beings.
-Children were handed over to teachers, priests or substitute parents who could educate them properly.
-The symbol in this way could be Griselda, who so voluntarily abandoned her children to show her love for her husband.
-The child was still full of evil and needed always to be beaten. -
301 BCE
1.Infanticidal Mode
- There was no concept of childhood.
-The infant was considered an evil being.
- Parents had power over the life or death of their children. -The problems were solved with the murder of children. -The mythological figure of her is Medea who murdered her children for the infidelity of her husband Jason.
- There was no concept of childhood.
-The infant was considered an evil being.
-
1300
3.Ambivalent Mode
- Affective ties are born in the relationship constituted as parents-children. -The representative figure of this stage was the Virgin Mary and the baby Jesus.
- Children will still be considered dangerous beings who could be molded. -The publication of children's instructions grows.
-
1492
MODERN AGE
The conception of the child as a miniature adult persisted in societies where children were not taken to school. In England or France, children slept with adults, wore the same clothes, and worked the same hours. -
MODERN AGE (HEROARD)
Héroard, who was the tutor of the young Louis XIII of France (son of Henry IV) and who wrote a diary about his childhood and youth (1601-1621) in which interesting ideas of the time are revealed. For example, he cites the advice that Enrique IV gave him to educate his son: "That I apply physical punishment as many times as necessary because I can assure you, from my own experience, that nothing in life has done me so much good ". -
4. Intrusive Mode
- There begins to be empathy towards children. -The mortality rate and the use of wet nurses are reduced thanks to the birth of pediatrics.
- Religion has a high degree of influence.
- Parents approach their children to control them, they use the threat to correct them. -The child was no longer so full of dangerous projections.
-
John Locke (1632-1704)
Locke held that children are not innately born good or bad. At birth, he said, children's minds are a blank slate, and that what the adult mind turns out is almost entirely the result of learning and experience. -
Jean Jacque Rousseau-1712-1778
-The philosophers of the time began to worry about childhood.
-Rousseau recognizes positive characteristics of childhood, and accepts that they have particular ways of seeing the world. -
Friedrich Fröbel.
Other innovative ideas of educators and philosophers are those of Pestalozzi (1746-1827); Tiedemann (1748-1803); Fröbel (1782-1852). The latter promotes the idea of "kindergarten" (preschool) and highlights the educational continuity between school-home community, the importance of children's play for their development and the need for interaction and contact between parents and children. -
5-Socializing Mode.
-The interest in child rearing and education is born.
-Children begin to be directed by their parents with love and respect.
- The objective of parents is to guide their children and teach them to adapt to different situations or contexts.
-Development of human and medical sciences. -
Britain Child Study Association-1906
In the iniciatives of merge between associations in Britain, the Child Study Society (Hendrick, 1994). was stablished. This immediately launched a journal, The Paidologist. During the Edwardian period in 1907 these initiatives show the origins of child psychology in modern Britain. Many of the early leaders in the child psychology movement were members of one or other of these organizations. Taken from: https://www.sagepub.com/sites/default/files/upm-binaries/26767_03_Maynard_&_Thomas_CH_02.pdf -
Sigmund Freud (1905a/1986)
He brought importance to the role of children and their psychological influence in the establishment of a grown individual. -
CONTEMPORARY AGE (History of rights)
-Declaration of Geneva of 1924, International Union for Aid to Children (1920).
-Creation of UNICEF (international emergency fund) on September 11, 1946.
-Declaration of the Rights of the Child, General Assembly of the United Nations, November 20, 1959 -
6. Helping Mode
-The importance of comprehensive training and knowing the needs of the infant is recognized.
- Molding and control are left behind, bringing guidance to develop the capacities of each infant.
-The infant is a citizen with particular rights and needs.
-The Violence is not allowed for the correction of children. -
CONVENTION ON THE RIGHTS OF CHILDREN
Approved in 1989, the Convention on the Rights of the Child recognizes the child as a subject of rights that the States undertake to respect, protect and make effective, guided by the best interest of the child. -
UNESCO ACCEPT THE 4 DIMENSIONS OF LEARNING
The education throughout life is based on four pillars: learning to know, learning to do, learning to live together, learning to be. -
21st Century (2001 – 2100)
-Parents are increasingly advocating for their children and playing an active role in their education.
-New technologies empower children’s self-expression, information seeking and socialization.
-Children’s lives have improved: better health care, public safety, and support for their physical and mental well-being. -
2004, Kehily
In modern society childhood is seen as a particular period of life that human beings have to undergo. It is separate from the other periods of life and has some special needs that must be fulfilled. Modern society has designed codes of ethics and laws that deal with this period of life (Kehily, 1004: p.4)