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In Rome, there is no longer any interest in liberal education. The purpose of education is to train good orators, "to embellish the soul of young people through rhetoric". Schooling was divided into three stages: "Ludus" or elementary school (7-12 years), "Grammar" (12-16 years): prose, theater, poetry; "Rhetoric" (from 16 years): study techniques of oratory and declamation (very few reach this last educational stage). -
At this time, the concept of liberal education and "integral" development of the person (body-mind) was born. At this time, some philosophers express the need for education to be adapted to human nature. For example, Plutarch speaks about the education of children. On the other hand, medicine and interest in children's health developed. -
In ancient times, boys were extremely mistreated until they died, the situation with girls was even worse because it was preferable that a boy was born rather than a girl. If something bad happened to the children and they died, it was associated with religion, the parents assured that the event was the result of a punishment from God. -
During the Middle Ages, under the influence of Christianity, it was the CHURCH (controlling both religious and secular education). During the Middle Ages, the idea of liberal education disappears completely. The aim of education is to prepare the child to serve God, the Church and its representatives, with complete submission to the authority of the Church. In this sense, in the Middle Ages all children, except royalty, acted as servants. -
Historically, many cultures have practiced the abandonment of children to what they call "infant exposure." Even though they might survive, exposure is considered a form of infanticide. In Europe, abandoned children were wards of the state, military or religious organizations. -
It opens the way to new currents of thought which makes it possible that the work to which children were subjected decreases, and they can be part of an educational process. With this event, important figures such as Jean-Jacques Rousseau exposed his thoughts about childhood, his work Émile ou de l'education, contains a series of principles on how to educate children. It became essential reading for the French high society of the time. -
In the Industrial Revolution and the emergence of the bourgeoisie, the need for child labor decreased drastically and, therefore, many children no longer had to go to work and were left with "too many hours of leisure" to occupy themselves with some activity. Hence, the need to send them to school becomes a primary objective. On the other hand, changes in social life and family life (life in the home and changes in its distribution) promote closer contact between parents and children. -
At this stage of history opportunities for education were exclusively given to rich families. There were many poor children, some got sick and died. The industrial revolution brought with it that many children were exploited in factories and industries due to the poverty of developing countries and the need for cheap labor. Children were forced to work in agriculture, on the streets or even in mining, with all the risks that this entailed. -
At the beginning of the 20th century, industrialized countries had no child protection standards. Children often worked with adults in unsanitary and unsafe conditions. Growing recognition of the injustice of this situation, resulting from a deeper understanding of children's developmental needs, led to the creation of a movement to better protect children. -
The United Nations General Assembly adopts the Declaration of the Rights of the Child, which recognizes, among others, the child's right to education, play, health care, and a supportive environment. unicef. (s.f.). UNICEF. Obtenido de https://www.unicef.org/es/convencion-derechos-nino/historia -
The one-child trend is stronger in economically stable countries, while in poor countries families tend to be large as a way to support family livelihoods and also in the absence of government control with family planning policies. -
Social inequality is a major factor influencing children. There are regions where malnutrition and lack of opportunities are part of children's lives. In La Guajira between 2008 and 2021, 5320 children have died from malnutrition and other associated causes. On the other hand, the Pacific region reflects the abandonment of the State in terms of education and decent health for children. In addition, Venezuelan migration has increased child labor and homeless children begging in public places.