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Child’s behavior study
It is necessary to take into account that modern science based on the development of the child is the culmination of centuries there was changes in Western cultural values, philosophical thoughts especially in children who, therefore, scientific progress, so that theCurrent field structure was like a root that extend to far in the past. In this sense, the conception of a child present at every historical moment has been the result of an active cultural construction that continues to present even today.
With regard to historical-contextual determinants, it is possibleThe village, undifferentiated from the rest of the community and integrated to the necessary work for everyday life. They were usually newspapers where parents or adults with a bond close to the child gathered observations registered during the first years of life, now a historical journey could be taken around the different ideas of a child and how these have been variating sinceThe Middle Ages until today.
Unlike the previously described childhood conception that understood the child as demonic or divert. Llocke described parents as rational guardians who could mold the child in the way they wanted to use associations, repetitions, imitations, rewards and punishments. Thus, Locke’s philosophy produced a change from punishment and brutality towards kindness and compassion with children. XX and their recommendations around children’s education.
The children began to be dressed in a more comfortable way and corporal punishments declined significantly. In this way, Rousseaunian philosophy was centered on the child and was characterized by being permissive. If the idea that children mature through a stadium sequence are accepted, then they cannot be understood as miniature or preformed adults. According to Rousseau, as he quotes in the preface to his work, the error is that of thinking about what he is before being a man he always seeks man in the child without strongly influenced by Darwinian thought.
Preyer insisted on the importance of inheritance to explain the evolutionary sequence of children’s behaviors, for this, instruments are created that allow a scientific measurement of children’s abilities. In fact, the work carried out in this period are of a statistical type, resulting in a large body of descriptive facts on the characteristics of children at different ages but little information about child development processes.
Gesell believed that maturation was the primary force in the child’s development and that the environment had little effect on the sequence and rhythm of development. This author dedicated much of his career to collect detailed regulatory information about the behavior of children that illustrated his genetically certain development pattern. Their schemes on the child’s development were particularly complete, comprehensive and currently serve as the basis of many modern test items. Another contribution of Gesell was his intention to make the knowledge of the characteristics of children for parents significant.
His writings that motor achievements, social behavior and personality of children who helped parents by providing them with information about what could be expected for each age of development. At this time, Baldwin publishes mental development in the child and in the race, a work in which it addresses the study of the evolution of psychism and the formation of psychological functions in adults. In this way, it is far from definitions that speak of the child as a linear and unique concept, rather it is about reviewing and expanding conceptual frames and frames.