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Period: 1000 BCE to 476
Old age
Democracy was developed -
Period: 1000 BCE to 301
Infanticidal Mode
The image of Medea hovers over childhood in antiquity, for myth here only reflects reality. Some facts are more important than others, and when parents routinely resolved their anxieties about taking care of children by killing them, it affected the surviving children profoundly. -
384 BCE
The concept of education is introduced
Philosophers express the need for education to adapt to human nature -
384 BCE
Aristóteles
Expresses his interest in educational problems, in order to contribute to the formation of free men. -
Period: 301 to Dec 31, 700
Abandoning Mode
Once parents began to accept the child as having a soul, the only way they could escape the dangers of their own projections was by abandonment, whether to the wet nurse, to the monastery or nunnery, to foster families, to the homes of other nobles as servants or hostages, or by severe emotional abandonment at home. -
476
Middle age begins
The idea of liberal education disappears. Religion controls education.Childhood is managed through discipline and punishment. Children are used as labor. -
Period: 476 to Jan 1, 1492
Middle age
The Roman empire falls -
Period: Jan 1, 1301 to
Ambivalent Mode
Because the child, when it was allowed to enter into the parents’ emotional life, was still a container for dangerous projections, it was their task to mold it into shape. From Dominici to Locke there was no image more popular than that of the physical molding of children, who were seen as soft wax, plaster, or clay to be beaten into shape. Enormous ambivalence marks this mode. -
Period: Jan 1, 1453 to
Modern age
Begins by the taking of Constantinople by the Ottomans -
Period: Jan 1, 1492 to
Renaissance
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Jan 2, 1492
Renaissance begins
Many of the classic ideas about early childhood education are revived. Education in women begins to be conceived.With the industrial revolution diminishes the necessity of child labor for which they have much free time for which arises the necessity of schooling to the children -
Period: to
Intrusive Mode
A tremendous reduction in projection and the virtual disappearance of reversal was the accomplishment of the great transition for parent-child relations which appeared in the eighteenth century. The child was no longer so full of dangerous projections, and rather than just examine its insides with an enema, the parents approached even closer and attempted to conquer its mind, in order to control its insides, its anger, its needs, its masturbation, its very will. -
Immanuel Kant
Develops the pedagogy treaty where he studied the problem of the formation of the child and the young person besides talking about the care of the parents to their children. -
Jean-Jacques Rousseau
His work Émile ou de l'éducation contains a series of basic principles on how to educate children. Among his most influential and well-known ideas is that the child is good by nature. For Rousseau, education should be compulsory and should include women. -
Friedrich Fröbel
Promotes the idea of "kindergarten" and emphasizes the educational continuity between school and community, the importance of children's play for their development and the need for interaction and contact between parents and children. -
Period: to
Socializing Mode
As projections continued to diminish, the raising of a child became less a process of conquering its will than of training it, guiding it into proper paths, teaching it to conform, socializing it. The socializing mode is still thought of by most people as the only model within which discussion of child care can proceed, and it has been the source of all twentieth-century psychological models, from Freud’s “channeling of impulses” to Skinner’s behaviorism. -
Charles Darwin
Provokes a conceptual revolution in the sciences and in the conception of the man with his work The origin of the species. His theory underlies key concepts, such as animal-man and boy-man. -
Children's rights
Declaration of the children´s rights -
ONU
The Convention on the Rights of the Child is adopted by the UN General Assembly and open for signature and ratification by the States -
Childhood Now
Today it becomes increasingly difficult to sustain the old signifiers who accompanied the children of modernity: obedient, dependent, heteronomous, innocent, docile. Narodowski posits that the new postmodern structures provoke the "escape" of the childhood, generating new infantile identities, perhaps not yet completely necessary. -
Period: to
Helping Mode
The helping mode involves the proposition that the child knows better than the parent what it needs at each stage of its life, and fully involves both parents in the child’s life as they work to empathize with and fulfill its expanding and particular needs. There is no attempt at all to discipline or form “habits.” Children are neither struck nor scolded, and are apologized to if yelled at under stress.
