Briefly describe the historical evolution of children's view. Children's view is the fundamental view and attitude towards children, and children's view is closely related to education view. Chinese and foreign countries have different views on children in different regions and different periods. Let's briefly introduce the historical evolution of children's view.

Briefly describe the historical evolution of children's view 1 the historical evolution of foreign children's view.

With regard to the evolution history of foreign children's views, in Liu Xiaodong's book A New Theory of Children's Education, he divided it into seven stages, from primitive clan to the 20th century, which is a long period.

(1) First of all, he thinks that the concept of children has been submerged in the darkness for a long time in the long history of mankind. Even in ancient Greece, which was regarded as quite civilized by later generations, the world still turned a blind eye to the social existence of children. For primitive clans, due to the extremely low level of productivity at that time, primitive people eagerly hoped that children would join the ranks of adults, so they did not regard children as children, but only regarded children as future members of clan tribes and as shrinking adults. So their view of children is that children are adults.

(2) Then, in the (5- 15) century, that is, the feudal society in Europe, Western Europe gradually entered the Middle Ages. During this period, the church became a powerful spiritual pillar to maintain the feudal system, and the monk class also gained the highest status. The church thinks that people are born guilty, and naturally thinks that children also have original sin. Therefore, the medieval view of children was that children were born guilty.

(3) It was not until16th century that the afterglow of the Renaissance came into children's field of vision, and a brand-new view of children with humanistic spirit came. Erasmus, a great educational thinker, believes that we should study children's innate abilities and intelligence, we should not imagine that their interests are the same as those of adults, and we should not expect them to behave like adults. He clearly pointed out that love is the first to treat children. Then gradually, with some natural gentle dignity, rather than fear, the former is more valuable than the latter. It is servile to make children abandon evil and do good by means of terror. Therefore, free education is in line with children. It is extremely absurd to enslave originally free children by means of education.

At the same time, during this period, Comenius, a Czech humanist thinker and educator, put forward the famous "seed theory", arguing that the seeds of knowledge, morality and piety are naturally sown in people and can be developed through education. He also believes that all children can become adults. From this, we find that the concept of children produced in the Renaissance is a new concept of children derived from the new human concept (affirming people's value, dignity and status, eulogizing people's physique, wisdom and strength), but we find that although people recognized children's interests and freedom during this period, they did not realize that children themselves had their own unique values and did not deny their absolute obedience to their parents. Therefore, the concept that children are the property of parents is still dominant.

(4) Then in the17th century, the Enlightenment rose, and a new concept of children and education appeared in Britain, which believed that children were born innocent and had no original sin, opposed corporal punishment, and advocated education of encouragement and competition. Locke's "whiteboard theory" is the most representative. He believes that children should be allowed to have freedom and autonomy suitable for their age, and they should not be subject to unnecessary constraints, hinder their characteristics, or oppose their games and things they have to do. But don't let them do bad things. They enjoy all freedom except the second time. His view of children reflects the status of children in the social ideological trend of freedom, democracy, equality and fraternity during the period of free capitalism, and reflects the reality of human liberation. However, in this period, Rousseau's view of children is the most worthy of our discussion and study.

He believes that the existence of childhood is a natural law. He pointed out that nature wants children to look like children before adulthood, and people should respect children and their childhood. If this order is disturbed, it will bear some premature fruits, which are neither full nor sweet, and will soon rot, and will raise some young doctors and elderly children. He also believes that children's spiritual life is different from that of adults. Children have their own unique views, ideas and feelings. Children are real people and have independent existence value. He also pointed out that children grow up to be mature children, and he has finished his childhood life. However, he did not sacrifice his happy time to achieve his perfect maturity. On the contrary, they go hand in hand.

At the same time, he gained the happiness and freedom that his physique allowed him to enjoy. If a fatal mistake destroys the flower of hope we planted on him, we will not cry for his life and death, and our sad mood will not be even sadder because we think we have caused him pain. We can say to ourselves, "At least, he enjoyed his childhood. We didn't deprive him of anything that nature gave him. Thus, Rousseau denied the view that childhood is only a preparation for future adult life, and pointed out that children also have the value of independent existence. This view is of great significance in the evolutionary history of children's view and the history of children's education. Moreover, his view on children has greatly promoted the development of early childhood education, so people often associate The Discovery of Children with Rousseau.

(5) After Rousseau, the movement of "Educational Psychology" appeared in the field of education, which advocated that education should be based on psychological laws, including the understanding of children's psychology. This movement mainly took place in the19th century, and Pestalozzi, Herbart and Froebel were the main participants in this movement. Among them, Herbart, a German philosopher, psychologist and educator, devoted his whole life to theoretically expounding the psychological concept of apperception and its educational application. He first proposed that the primary science of education is psychology. Froebel's view is close to Rousseau's and Pestalozzi's, and he thinks that human nature is good, and education must follow the inherent growth law of children and make them develop naturally and freely. But they all think that the premise of education is to know and study children, and they all have practical experience in educational activities. Their understanding of children's psychology provides a basis for establishing scientific children's psychology.

(6) Subsequently, 1882, the German physiologist and psychologist pryor published The Spirit of Children, which is his diary of systematically observing his son from birth to the end of the third year. His publication marks the establishment of experiential child psychology.

(7) In the transition from19th century to 20th century, with the establishment of scientific child psychology, the voice of respecting children is getting louder and louder, making children one of the focuses of all mankind. In this century, there have been famous children educators, such as Dewey and Montessori. They all emphasize respect for children and firmly believe in their development potential. They advocate education without violating children's nature, and emphasize avoiding education oppressing children. At the same time, in this century, there has been an unprecedented grand occasion of children's research, and Piaget and other famous children psychologists have appeared. They studied children's psychology with scientific methods, revealed the internal mechanism and development law of children's psychology, and created a unique theory of children's psychological development, which made contributions to scientifically understanding children's rich psychological world.

In the 20th century, children's studies have been linked with the understanding of human spiritual culture. In this century, an international children's organization was established and the Law on the Rights of the Child was passed, thus making respecting and caring for children an international action jointly carried out by all mankind through political and legal channels. The whole society pays more and more attention to children, and the glory of the spirit of the times begins to gather on children. After fully understanding the evolution of the western concept of children, we should also know something about the concept of children in China's cultural tradition.

The Evolution History of China's View on Children

At first, it was the traditional view of "zi zi" children. Traditional Confucianism believes that: the monarch lets the minister die, and the minister has to die; The father told his son to die, and his son had to die. Obviously, children have no rights in front of their fathers. Parents can beat and scold their children at will and arrange their children's fate at will, just as tyrants can treat their children at will. From this view of children, we can know that the view of people in China's traditional culture directly affects the view of children.

The second kind regards children as a tool to carry on the family line, because they think that children are the offspring of parents' body and spirit and the inheritors of family rights and property, so they think that having children is another way to extend their lives and pursue immortality, and at the same time regard children as a tool to honor the family. From ancient times to the present, it is believed that "the father is heavy." Raising children to prevent old age is not only the traditional cultural psychology of China, but also the subjective desire of parents to raise their children. This concept also regards children as tools. Therefore, we can find that the traditional view of children basically belongs to instrumentalism and regards children as tools. Traditional culture is the egoism of adults, and children can only be subordinate to and operate around adults.

Until modern times, during the May 4th Movement, Mr. Lu Xun put forward the "children-oriented theory" in the field of literature, arguing that children's literature must be child-oriented, adapt to children's psychology and serve children; Children's literature must take children as the center, children as the main body, and children's psychological characteristics, cognitive level, acceptance ability and spiritual needs as the criterion to become children's favorite literature. His theory has played a role in impacting the feudal and backward view of children, improving the status of children's literature and promoting the development of children's literature in history. In the field of education, Tao Xingzhi and Chen Heqin were influenced by western philosophy, psychology and pedagogy, and put forward the slogan and proposition of respecting and liberating children.

Then there is contemporary China, where children's views of "naturally inviting red" and "naturally inviting black" existed for a period of time until the Third Plenary Session of the Eleventh Central Committee. With the liberation of people's minds, people's ideas about children have also been liberated ... Education advocates love and respect for children. The Government of China has not only continuously strengthened the welfare and education of children in China, but also actively participated in the concerted action of the international community to develop the cause of children.

By reviewing the evolution of Chinese and western views on children, we find that different historical periods, different countries and different cultural backgrounds will have different views on children. The content of China's unique cultural background and tradition is completely different from the development of western children's view. Because the historical evolution of China and the West is also different. China's feudal rule system of more than two thousand years will inevitably have a profound impact on China's view of children. However, we have also found similarities in the development of Chinese and western views on children, that is, every historical change will be a great driving force for the development of children's views.

The modern concept of children has the following basic contents:

1. Children are social people and should have basic human rights.

Children are developing people, so we can't equate them with adults, or impose a set of standards for adults on them, or let children develop naturally and freely.

Childhood is not just preparing for adulthood, it has its own value, and children should enjoy a happy childhood.

4. Children are subjective people and constantly construct their own spiritual world in various rich activities.

Every healthy child has great development potential.

6. Children are positive by nature. They instinctively like and need to explore and learn. Their cognitive structure and knowledge treasure house are self-constructed in the process of interaction with the objective environment.

7. It is the right of every child to achieve all-round development and full development. Their innate physiological inheritance fully endows them with the conditions to realize all-round development. Only by all-round development can they be fully developed.

8. Children learn in various forms, such as imitation learning, communicative learning, game learning, inquiry learning, operation learning, reading learning, etc. Adults should respect children's various forms of learning and create corresponding learning conditions for children.

The basic principles and main contents of the United Nations Convention on the Rights of the Child, which aims at protecting children's rights and interests, are also very good.

It clearly embodies the modern concept of children. The four basic principles of the Convention on the Rights of the Child are:

1, respect for children's views and opinions: anything involving children themselves must be carefully listened to.

2. Principle of non-discrimination: Every child enjoys the rights stipulated in the Convention equally. Children should not be discriminated against because of their own or their parents' race, color, sex, nationality, language, religion, origin, property and disability, and all their rights should not be affected because of the identity, activities, beliefs and views of parents, guardians and family members.

3. The principle of the best interests of the child: Taking the best interests of the child as the goal is the primary consideration in the Convention. All affairs and actions involving children should first consider the best interests of children as the starting point.

4. The principle of respecting children's dignity: respect children's personality and dignity and ensure the quality of children's survival and development.

The Convention on the Rights of the Child lists the most basic rights enjoyed by children:

1. Right to subsistence: All children have the right to subsistence and the right to receive the highest standard of medical care.

2. The right to development: including receiving various forms of education (formal and informal), providing children with a good moral and social environment and meeting their physical, psychological and spiritual needs in the process of development.

3. Protect children from discrimination, physical abuse and economic exploitation, and from war, abandonment and neglect; Provide appropriate care or rehabilitation services at any time when children need it.

4. Right to participate: Children's right to participate in family, cultural and social life. Including children's right to express their views on anything that affects them.

China's constitution and the law on the protection of minors stipulate the legal rights of children: ① the right to exist; ② Right to education; ③ The right to be respected.

Briefly describe the historical evolution of children's view II. Several stages of the historical evolution of children's view.

Five stages:

1 Before the May 4th Movement, children were "tools" and personal property, which reflected the "family-oriented" view of children.

2. From the May 4th Movement to the founding of New China, western cultural thoughts brought new thoughts to China's view of children and ushered in a "child-oriented" view of children.

3. From the founding of New China to the reform and opening up, children have become an important force in the development of socialism, and children's concept of "social standard" has emerged.

4. From the reform and opening up to the end of the 20th century, preschool education ushered in a new spring, children were rediscovered, and the "child-oriented" concept of children was reborn.

5. Since the beginning of 2 1 century, the progress of the times has prompted us to pursue the modern connotation of the "children-oriented" concept of children.

Extended data:

The view of children can be divided into three forms: the view of children in the form of social dominance, the view of children in the form of academic theory and the view of children in the form of mass ideology. They are not isolated, but penetrate and influence each other. The view of children in the social dominant form and the view of children in the academic theoretical form should directly influence children through the view of children in the mass ideology.

At the same time, the view of children in the form of academic theory plays a vital role in these three aspects. To some extent, the academic view of children can guide, support and correct the other two views of children.

Briefly describe the historical evolution of children's view; 3. What are the contents of kindergarten children's view?

Generally speaking, children's point of view is that the most important thing is to respect and develop children's independence, admit the possibility of their development, make them become independent personalities, become active subjects in understanding and changing nature and society, and at the same time develop their self-awareness and self-education ability.

Kindergarten children's view includes: mainly involving children's characteristics, children's status and rights, the significance of childhood, children's characteristics and abilities, the forms and reasons of children's growth and development, children's education and so on. The sum of the views or concepts of an era (or society) on these issues is the view of children of that era (or society). It mainly includes two aspects: children's development view and children's education view.

The formation of children's view is influenced and restricted by many factors, such as social politics, economy, traditional cultural thought, scientific and technological development level and people's own understanding level. It deeply exists in people's consciousness through public opinion and social customs. All kinds of theories on children's development and education put forward by thinkers, educators and psychologists are the theoretical expressions of children's view and the concentrated reflection of children's view in the whole society or times.