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What constitutes a 'normal' child? Throughout the nineteenth century public health and paediatrics played a leading role in the image and conception of children. By the twentieth century psychology had moved to the forefront, transforming our thinking and understanding. André Turmel investigates these transformations both from the perspective of the scientific observation of children (public hygiene, paediatrics, psychology and education) and from a public policy standpoint (child welfare, health policy, education and compulsory schooling). Using detailed historical accounts from Britain, the USA and France, Turmel studies how historical sequential development and statistical reasoning have led to a concept of what constitutes a 'normal' child and resulted in a form of standardization by which we monitor children. He shows how western society has become a child-centred culture and asks whether we continue to base parenting and teaching on a view of children that is no longer appropriate.

Children --- Child development --- Enfants --- History. --- Histoire --- Développement --- History --- -37 <09> --- 316:37 --- -Child study --- Development, Child --- Developmental biology --- Developmental psychobiology --- Child rearing --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Geschiedenis van opvoeding en onderwijs --- Onderwijssociologie. Sociologie van opvoeding en onderwijs--z.o.{37.015.4} --- Development --- -History. --- 316:37 Onderwijssociologie. Sociologie van opvoeding en onderwijs--z.o.{37.015.4} --- 37 <09> Geschiedenis van opvoeding en onderwijs --- -37 <09> Geschiedenis van opvoeding en onderwijs --- Child study --- Développement --- 37 <09> --- Social Sciences --- Sociology --- Children - History --- Child development - History

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After about 1300, most schools in the Netherlands came under secular rule. It managed to create good and accessible schools, causing a hey-day for education in the 14th, 15th and 16th century. As a result, more than half of the children participated in basic instruction and literacy rate went relatively high. A contemporary Italian visitor noted with awe that ?in the Low Countries everybody could read and write, even the peasants?. In the 16th century, the curriculum changed because of the Reformation and the availability of printed texts. In this book, the favourable situation in the Netherlands is compared with the rest of Western Europe. Medieval and Renaissance schools have been studied before, but never from the perspective of those who experienced it on a daily basis. Recent excavations on the sites of late-medieval schools and boarding houses revealed the objects used by pupils and teachers for reading, writing, mathematics, and school life in general. Combining those finds with texts and hundreds of depictions of school scenes in manuscripts, frescoes, sculpture, stained glass and early prints, the practice of education could be reconstructed. The book gives a detailed overview of the material school culture, allowing a rare glimpse into a late-medieval classroom.

Enseignement médical dans l'art --- Medical education in art --- Medisch onderwijs in de kunst --- Education, Medieval, in art --- Education, Medieval, in art. --- Education, Medieval --- 37 <09> --- Education --- Medieval education --- Seven liberal arts --- Civilization, Medieval --- Learning and scholarship --- 37 <09> Geschiedenis van opvoeding en onderwijs --- Geschiedenis van opvoeding en onderwijs --- History --- History of education and educational sciences --- anno 1400-1499 --- anno 1300-1399 --- anno 1600-1699 --- anno 1500-1599 --- Netherlands --- Education médiévale --- Histoire --- Education [Medieval ] --- Europe --- Education, Medieval - Europe --- Vie pratique --- Enseignement --- Milieu scolaire --- Étudiants --- Moyen âge --- Renaissance