During the time of Antiquity, Middle Ages and Renaissance and the Industrial Revolution, how were the stages of development of children defined? Trace these stages and find the developmental threads that connect one time to another for children.
The Romans clearly identified stages of development in children. Children were seen as imperfect and vulnerable (Lascarides & Hinitz, p. 18). The child was seen as marginal and was only a partial member of society, but the Romans had categories for children. The Twelve Tables was a law that was concerned with wardship and delinquency below the age of puberty. Romans had the following stages of development: 1. Infans-a newborn who could not speak 2. Infantia proximus- this child could speak, but lacked a developed vocabulary and or the mental capacity to make decisions that were meaningful 3. Impubes- all children under the age of puberty 4. Pubertate proximus- a child who could speak, had vocabulary and could make decisions but had not reached puberty 5. Puberes- all children over the age of puberty. These children were thought to be able to reason. 6. Minores-both sexes between the age of puberty and 25. When a girl reached puberty she was categorized as viripotens and could marry.
A later description of stages is from Quintilian's Institutes of Oratory (Lascarides & Hinitz, p. 19). Three stages of development were identified: 1. Birth to 3-a time for children to learn to speak. Children are very impressionable and caregivers needed to model appropriately 2. Three to seven- education began at this time as the child needed to "be amused and praised" (p. 19). At this stage a child was required to perform tasks that were both age and stage appropriate. 3. Seven-adolescence-Individualization was most important at this stage. Boys were sent out to school. Moral education was most important at this time. Flogging or any abusive behavior was shunned at this time.
St. Augustine of Hippo had, yet, a third developmental description for children. This was based, however, on his own personal experience. 1. Birth to 3- described infant behavior and its' inability to communicate. 2. Three to seven- is a time when the child is at home learning. 3. Seven to adolescence-children are curious and punishment hampered learning.
European times brought about many changes for children. In the "Dark Ages" many children did not survive and infanticide and abandonment were common practices. However, in the 11th century, the economy began to change. During the Middle Ages, children were again perceived as a stage in development. Shahar reported in Childhood in the Middle Ages, that childhood was divided into stages which was a concept that Piaget and Erikson later developed. Primary nurturing was done by the women during this time, but children were treated with care and affection. (Lascarides & Hinitz, 2000). It is also during this time that the influence of Comenius, Locke, Rousseau,and Pestalozzi brought about educational reform for children in Europe, Britain and the United States.
The Industrial Revolution took its toll on the lives of children. Children had been cared for by a wet nurse or their mother. However, during this time, with the inventions of machinery, both women and children were employed as cheap labor (Beard, 1997). Although little is written about the stages of development for children at this time, we do know that Robert Owen, during the Industrial Revolution, was instrumental in turning the treatment of children around by securing a mill and converting it into a school building. Owen, a follower of Rousseau, allowed children from the age of one to be supervised by women who allowed them to play. He emphasized developmentally appropriate practices for children.
The threads that connect children during each of these times are the thoughts on the importance of children. In each of the time periods mentioned, children were regarded by a theorist as important and their developmental milestones were traced. References
Beard, C.(1997). Industrial revolution (excerpt). Discovering World History. Framington Hills, MI.: Gale Group.
Lascarides, V., & Hinitz, B. (2000). History of early childhood education. New York: Falmer Press.
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Answer:
The Romans clearly identified stages of development in children. Children were seen as imperfect and vulnerable (Lascarides & Hinitz, p. 18). The child was seen as marginal and was only a partial member of society, but the Romans had categories for children. The Twelve Tables was a law that was concerned with wardship and delinquency below the age of puberty. Romans had the following stages of development:
1. Infans-a newborn who could not speak
2. Infantia proximus- this child could speak, but lacked a developed vocabulary and or the mental capacity to make decisions that were meaningful
3. Impubes- all children under the age of puberty
4. Pubertate proximus- a child who could speak, had vocabulary and could make decisions but had not reached puberty
5. Puberes- all children over the age of puberty. These children were thought to be able to reason.
6. Minores-both sexes between the age of puberty and 25.
When a girl reached puberty she was categorized as viripotens and could marry.
A later description of stages is from Quintilian's Institutes of Oratory (Lascarides & Hinitz, p. 19). Three stages of development were identified:
1. Birth to 3-a time for children to learn to speak. Children are very impressionable and caregivers needed to model appropriately
2. Three to seven- education began at this time as the child needed to "be amused and praised" (p. 19). At this stage a child was required to perform tasks that were both age and stage appropriate.
3. Seven-adolescence-Individualization was most important at this stage. Boys were sent out to school. Moral education was most important at this time. Flogging or any abusive behavior was shunned at this time.
St. Augustine of Hippo had, yet, a third developmental description for children. This was based, however, on his own personal experience.
1. Birth to 3- described infant behavior and its' inability to communicate.
2. Three to seven- is a time when the child is at home learning.
3. Seven to adolescence-children are curious and punishment hampered learning.
European times brought about many changes for children. In the "Dark Ages" many children did not survive and infanticide and abandonment were common practices. However, in the 11th century, the economy began to change. During the Middle Ages, children were again perceived as a stage in development. Shahar reported in Childhood in the Middle Ages, that childhood was divided into stages which was a concept that Piaget and Erikson later developed. Primary nurturing was done by the women during this time, but children were treated with care and affection. (Lascarides & Hinitz, 2000). It is also during this time that the influence of Comenius, Locke, Rousseau,and Pestalozzi brought about educational reform for children in Europe, Britain and the United States.
The Industrial Revolution took its toll on the lives of children. Children had been cared for by a wet nurse or their mother. However, during this time, with the inventions of machinery, both women and children were employed as cheap labor (Beard, 1997). Although little is written about the stages of development for children at this time, we do know that Robert Owen, during the Industrial Revolution, was instrumental in turning the treatment of children around by securing a mill and converting it into a school building. Owen, a follower of Rousseau, allowed children from the age of one to be supervised by women who allowed them to play. He emphasized developmentally appropriate practices for children.
The threads that connect children during each of these times are the thoughts on the importance of children. In each of the time periods mentioned, children were regarded by a theorist as important and their developmental milestones were traced.
References
Beard, C.(1997). Industrial revolution (excerpt). Discovering World History. Framington Hills, MI.: Gale Group.
Lascarides, V., & Hinitz, B.
(2000). History of early childhood education. New York: Falmer Press.
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