Table 1 Table presents an interpretation of Child-rearing throughout history based on the previously mentioned sources
Psychogenic mode | Time in history | Description |
|---|---|---|
1. Infanticidal | Pre-history to 4th Century C.E | An extremely high rate of child abuse and infanticide. Emotional abandonment by parents. Child sacrifice happened. Adults controlled the child. Children worked to support the family |
2. Abandoning | 4th Century to 13th Century | Characterized by the Christian ideal of Christ sacrificed, instead of child sacrificed; physical and sexual abuse of children continued; children revered people of authority so not to be totally abandoned (to monasteries, service to kings and nobilities) |
3. Ambivalent | 13th century to 17th century | Slowly laws were developed to protect children; schools were established. However the child is still seen as bad because of Eve’s sin and their parents’ intimacy. Shaming and blaming were tools to discipline the child. Love-hate relationships between parents and child developed in this period |
4. Intrusive | 18th century | Parents gave more love and care to their children, however severe punishment was handed out for bad behavior |
5. Socialization | 19th century –mid-20th century | Parents offered more respect to their children’s wishes, even though beating and shaming discipline methods continued to socialize children |
6. Helping | Mid-20th century to present | Parents began to help their children to achieve their own goals while growing into adult life |
7. Emotional literate | Beginning early twenty-first century | Introduced by Simmons (2014). He suggests that in the modern era parents raise children who are aware of their own emotional reactions, becoming responsible for their own life and also for the society in which they live (p. 47) |
