History of Child Development

The Middle Ages

Period: Before the 16th century
View on Children: Seen as small adults until age 7
- Expected to follow in their parents' footsteps after age 7
Formal Education: Viewed as unnecessary and worthless
- Formal education: Structured with credentials (degrees, certificates)
Religious Belief: Concept of Original Sin
- Children born evil, need to be civilized through baptism
- Sent to church for religious education

Period: Late 17th to 18th Century
Movement: Philosophical, intellectual, and cultural in Europe
- Challenged blind faith, promoted evidence-based thinking
John Locke:
- British philosopher, seen as wise and brilliant
- Tabula Rasa: Mind is a blank slate at birth
  - Knowledge gained through experience
- External Experiences: Sensations (e.g., touching a hot stove)
- Internal Experiences: Reflection, judgment, thinking (e.g., ordering online)
- Believed children's characters are shaped by experiences
  - Effective teaching and rewards over physical punishment

Century: 18th-century French philosopher
Natural Goodness: Everything is good as it comes from nature
- Corrupted by society's influence
Education Philosophy:
- Positive Education: Learning through motivation and fun
- Negative Education: Stressful and exam-focused
- Believed education should nurture natural ability and be enjoyable
- Formal Education: Should start after age 12 with social and moral values

Middle Ages: Children as small adults, little formal education, religious influence
Enlightenment: Shift towards experiential learning and intellectual growth
J. Locke: Experience shapes behavior, effective teaching uses rewards
Rousseau: Natural goodness, importance of positive, fun education over stress