Childhood

Antiquity

350 BCE

• There was no proper concept of childhood as a stage with its own characteristics.
• Importance was given to the health and education of children in order to harden and guide them.

Middle Ages

476

• The education of the children focused on serving God, they had the idea of ​​original sin and they had to be disciplined and redeemed.
• Being a child was a bad state that had to rise to something higher and reformed.
• They were considered little men.
  

Renaissance

1400

• Resurges interest in the infant, its nature and its evolution.
• The newborn is proposed as a blank slate where experience and habits create the good or bad nature of the children.
• Closer social life to the parent-child relationship and schooling

18th century

1700

• It is believed that the child is good by nature. So he is born that way and society can pervert him, so education must be adapted to the child.
• Observations towards children increase and they are considered a being with their own characteristics that follow a development.
• It begins to take into account giving love, attention and care to children

19th century

1900

• Children are protected, cared for, and helped to socialize.
• They are guided to become adults.

21st century

2000

• The end of childhood is based on independence and heteronomy with respect to the adult.
• Childhood is shaped by access to technology, information and communication, to project into the future.
• The care and quality of life of children is important to form future functional adults with well-being.