-
354
354 - 430 until the IV century
Religious beliefs at that time considered humans to be the product of sin, therefore children are the evidence of it, and they have no souls. Children have no social value, they are a burden to mothers and families who leave in under the care of wet nurses. Infanticide is common and not considered a crime until the middle age. -
601
XV century
Children continue to be viewed by religion and society as evil, born from sin, wicked and mean. They should be redeemed by discipline and punishment. Philosophers like Descartes considered childhood to be a time of weakness and when people learn their prejudices and errors with consequences in their future lives. -
700
Late XV century
Teologists , philosophers and aristocrats considered children like a property associated to economic gains. Children work to help families in their own houses or I as servants in other households but did not receive any benefits for their work. -
701
XVI and XVII century
Children are considered small unfinished adults. Children develop the same activities than adults the only difference in the experience. Children are not usually educated -
1300
Renaissance to the XVII century
Children are considered as tabula rasa (1693) by educators and philosophers. They are not evil and do not possess any knowledge they just learn from their senses. Children need to be educated to be gentlemen giving priority to moral values over knowledge. Adults decided what they needed to learn. -
XVII Century
Childhood is a state of purity and innocence. Children were considered to come from heaven, therefore they had no sin or corruption, full of a special goodness and grace. -
XVIII Century
Childhood a time of innate goodness. Philosophers such as Rousseau introduce the idea that children are born well but society corrupts them. Education during childhood should not be aimed to academic training but to satisfying their needs and improving their innate interests as well as strengthening their rational capacities. Education should be mandatory, include female and be adapted to children’s needs. -
XIX century
There is no unified conception of childhood or education yet. In Europe, Rousseau’s ideas about the natural goodness during childhood are accepted and in the United States there is a more authoritarian position sometimes including corporal punishment. -
XX century
In times of Darwin the child was conceived as a primitive being and childhood replicated the development of vegetal, animal and human life.
Childhood is a time to mold the children: their habits, passions and ideals. In the time of behaviorist psychology, providing routines and habits and multiple stimuli was considered essential to their success. -
XX until now
Children are now considered social entities with rights -
1924
The League of Nations adopts the Geneva Declaration of the Rights of the Child drafted by the International Union for Child Welfare, establishing children’s rights to the means for material, moral and spiritual development; special help when hungry, sick, disabled or orphaned; first call on relief when in distress; freedom from economic exploitation; and an upbringing that instils a sense of social responsibility. -
1948
The UN General Assembly passes the Universal Declaration of Human Rights, which refers in article 25 to childhood as “entitled to special care and assistance”. -
1959
The UN General Assembly adopts the Declaration of the Rights of the Child, which recognizes rights such as freedom from discrimination and the right to a name and nationality. It also specifically enshrines children’s rights to education, health care and special protection. -
1979
The UN declares 1979 the International Year of the Child. The greatest achievement of the year is to set in motion a process of much longer-term significance: the UN General Assembly agrees that a working group comprising members of the UN Commission on Human Rights, independent experts and observer delegations of non-member governments, non-governmental organisations and UN agencies should be set up to draft a legally binding Convention. -
1989
The UN General Assembly unanimously approves the Convention on the Rights of the Child, which enters into force the following year. The Convention is the first international human rights treaty to bring together the universal set of standards concerning children in a unique instrument, and the first to present child rights as a legally binding imperative. -
1990
The World Summit for Children is held in New York. It includes 71 Heads of State and Government. The leaders sign the World Declaration on the Survival, Protection and Development of Children as well as a Plan of Action for implementing the Declaration, setting goals to be achieved by the year 2000. -
1991
Colombia establishes children rights in artículo 44 of the political Constitution (1991): The rights of the child prevail over those of other people. In this article, by recognizing the fundamental rights of children the State, society and the family are obliged to protect them from all forms of abuse and exploitation. -
1994
The International Year of the Family reaffirms that programmes should support families as they nurture and protect children, rather than provide substitutes for such functions. -
1999
The Convention concerning the Prohibition and Immediate Action for the Elimination of the Worst Forms of Child Labour (ILO Convention 182) is adopted. -
2000
The UN Millennium Development Goals incorporate specific targets related to children, including reducing the global under-five mortality rate by two thirds, and achieving universal primary education over the period 1990 to 2015. The UN General Assembly adopts two Optional Protocols to the Convention on the Rights of the Child: one on the involvement of children in armed conflict, the other on the sale of children, child prostitution and child pornography. -
2002
The UN General Assembly holds a Special Session on Children, meeting for the first time to specifically discuss children’s issues. Hundreds of children participate as members of official delegations. World leaders commit themselves to building ‘A World Fit for Children’. They reaffirm that the family holds the primary responsibility for the protection, upbringing and development of children, and is entitled to receive comprehensive protection and support. -
2006
In Law 1098 of Infancy and Adolescence (2006), the concept of the child is taken from its earliest years, regardless of age, gender, race, ethnicity or social status; Is defined as an active social being and a full subject of rights; Is conceived as a unique being with an active personal, biological, psychic, social and cultural specificity in expansion. -
2007
As a result of the Childhood Forums, carried out by the Alliance for Colombian Children during these years, states: The concept of Childhood that frames this work is based on the conception of the Child as a subject of Rights, which has legal implications, normative, ethical and political relationships and interactions of children with their socialization and development environments. -
2016
The Zero to Always Strategy was approved as Law of the Republic and sanctioned by the President of the Republic, on August 2, 2016. Consequently, comprehensive early childhood care should be implemented throughout the country, progressing in conditions In favor of the integral development of girls and boys. Link: https://www.youtube.com/watch?v=NHzdzUySF5A
