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5000 BCE
Ancient Egypt
The child is considered as the father's successor, in the case of the upper classes (nobility); In the case of the lower classes (peasants, slaves and artisans) are considered as reproducers of job. -
Period: 5000 BCE to
CHILDHOOD IN HISTORY
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1800 BCE
Greece
Child considered as an adult project, lacking qualities to develop to be a virtuous citizen, has great shortcomings of character and will. Childhood condition linked to the status of child, reflect an image of child practically as property of the family or community. Child is subjected to the will of their parents or their community and consequent is the absence of rights. -
900 BCE
ROME
Child subjected to the protest of the "pater" (only member of the family with full capacity to act)The birth of the child is subject to the decision of the patriarch, society and the family. -
500
MIDDLE AGE
The child is a perverse and corrupt being that must be socialized through discipline and punishment. The purpose of education is to prepare the child for serve God, the church and its representatives, with a complete submission to the authority of the church.
Physical education is eliminated since the body is considered to be a source of sin. -
1225
SANTO TOMAS DE AQUINO
It goes from a lower to a higher state, adult. Only time can heal from childhood and its imperfections. -
XVII CENTURY
The childhood was seen as a state of purity and innocence, it was affirmed that the children came from the sky and from the angelic beings that surround the throne of God and for that reason it was believed that the sin had not touched them, nor the corruption. There was an idea that the child had an essential goodness.
However, that led to attitudes of punishment and mistreatment, because in that vision was implicit that the child was a savage to be "domesticated." -
LOCKE
Locke diffuses that the child is like a blank slate where there is nothing written and therefore neither bad nor possesses innate knowledge, only learns through the sensory experiences.
He posited that education should train the child to be an educated person, the ideal being the image of the Englishman, so moral education was of greater importance than the acquisition of knowledge or skills. This view reflected that the adult was the one who decided what the child would have to be. -
ROUSSEAU
Rousseau argues that the child is a being with its own characteristics, which follows a physical, intellectual, moral development ... and sums up these ideas in the phrase: The little man is not simply a small man. The child is born good by nature and society contributes to its behavioral changes. -
FROEBEL
Promotes the idea of "kindergarten" (preschool) and emphasizes the continuity of education between school and home community, the importance of children's play for their development and the need for interaction and contact between parents and children. -
DARWIN
Darwin and reductionism, considered that childhood is similar to the development of primitive man, the development of mental life is like the evolution of life: vegetable, animal, human.
There is a passive emphasis on the intervention of the person in his own development. This theory considers that the child will be molded by the habits, the passions, the ideals of those who surround him and that he will be impressed for good or bad, for everything he sees or hears. -
XX CENTURY
With the emergence of the Convention for the Rights of the Child in the 1950s, the child is seen as a social being with rights and duties. It establishes that society and the State must provide protection, education and care for the satisfaction of their basic needs and for the achievement of their integral welfare.
