Abstract |
We all carry in our hearts the images and memories of our
childhood. They have a kind of halo of our most pleasant
experiences. The energy, freedom and informality of child games;
the naughty adventures and pure friendship. Childhood is a subject
of many literature, music and other works of art and almost all
authors describe their childhood looking through pink glasses. We
say that childhood does not finish the moment we start going to
school. Its length is measured not only by age, but also by the
development of psychological and personal qualities and the
activities the young person performs and the fact that they could
be laden with the flavour of his childhood. Childhood has been
subject of scientific research and division into periods only the
last 200 years. The research was usually the work of specialists in
the fields of psychology, physiology, ethnography, ethnology,
sociology and philosophy. It was some time later that pedagogues
joined them. From historical point of view the concept of childhood
is linked not with the biological status of immaturity but with
certain social status and number of rights and duties, as well as
the activities performed and accessible for the children of this
age. There is no unified definition of childhood neither in
pedagogy nor in psychology. The term "childhood" however is widely
used on different levels and with different meaning. As far as the
individual is concerned / on the individual level/ childhood is
defined as a stable consequence of acts leading to the growing up
of the person, his becoming mature. Generally speaking, however,
/having in mind all children/ childhood is said to be the total
number of children of different ages that form the "up-to-adult"
part of the society 1.
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References |
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