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367 BCE
greece
In classical Greece, the need for male citizens to go to school is defended, first receiving informal instruction (until puberty: reading, writing, physical education), then, a formal instruction: literature, arithmetic, philosophy, science -
26 BCE
Rome
In Rome, liberal education loses relevance and there is much less attention to education. Physics and sports. The goal of education is to train good speakers, beautify the soul of young people through rhetoric. Schooling is divided into three stages: "Ludus" or elementary school (7-12 years), "Grammar" (12-16 years): prose, theater, poetry; "Rhetoric" (from the age of 16): study oratory and declamation techniques (very few reach this last educational stage). -
500
middle Ages
Throughout the Middle Ages the idea of liberal education disappears completely. Does not about and to train "freethinkers" but the goal of education is to prepare the child for serve God, the Church and its representatives, with a full service to authority of the church Physical education is eliminated as the body is considered a source of sin. -
REBIRTH to S. XVII
Many of the classic ideas about early childhood education resurface. There is a boom in observations of children who reveal a new interest in child development. For example, Erasmus expresses some interest in children's nature, Luis Vives also expresses his interest in the evolution of the child, for the individual differences, by the education of "abnormal", and by the need for ADAPTATION from education to different cases and levels. It also highlights his concern for the women's education -
XVIII-XIX CENTURIES
Jean-Jacques Rousseau in Su Émile ou de l´éducation work contains a series of basic principles on how educate children, and it becomes a very fashionable book in French high society. Between
His most influential and well-known ideas is that the child is good by nature. On the other hand, it vigorously defends that all education must ADAPT to the child's level, the importance of action and experience,to acquire knowledge. Criticize excessively memorial instructional practices.
