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6. How were children perceived in The Renaissance?

  • Children were mini adults but had a amusment period were they were a source of entertainment. Children were disciplined but kept out of employment.
  • Children were mini adults but had a coddling period were they were a source of amusement. Children were disciplined and employed.
  • Children were mini adults but had a amusment period were they were a source of entertainment. Children were disciplined and employed.
  • Children were mini adults but had a coddling period were they were a source of amusement so children were kept out of work

7. What are the most important acts regarding rights

  • Declaration of Human Rights (1948) and Child's rights (1991)
  • Declaration of Human Rights (1948) and Convention of Children's Rights (1989)
  • Declaration of Human Rights (1948) and Child's rights (1990)
  • Declaration of Human Rights (1952) and Convention of Children's Rights (1989)

8. Which theorists support Nativism (nature) - that we are born with tendancies and predispositions

  • Rousseau and Pavlov
  • Rousseau and Chomsky
  • Chomsky and Skinner
  • Pavlov and Skinner

9. Who said 'Early Childhood is a period of never ending possibilities'?

  • Copple and Bredekamp (2009)
  • Couple and Bredekamp (2010)
  • Couple and Bredecourt (2010)
  • Couple and Bredecourt (2009)

10. How were children perceived in The Enlightment?

  • Knowledge gew for all due to a knowledge explosion. Agreement that children need discpline.
  • Knowledge gew for all due to a knowledge explosion. Agreement that all children need education.
  • Knowledge gap emerged due to a knowledge explosion. Agreement that children need protection and had their own literature
  • Knowledge gew for all due to a knowledge explosion. Agreement that children need protection and had their own literature

11. What are the 5 finger needs of children as said by Palmer 2010?

  • Language, health, fun, discipline and education
  • Language, hope, play, discipline, education
  • Language, love, play, discipline and education
  • Language, hope, health, discipline, education

12. How were children perceived in Ancient Greece?

  • Regarded as special, recognised play and storytelling
  • Regarded as different, recognised play and storytelling
  • Regarded as special, but they were treated as adults and involved in adult activities not child ones
  • Regarded as different but they had to participate in society as adults

13. How were children perceived 1950s and onwards?

  • Books and intelligence having a huge importance
  • Technology and consumerism having a huge importance
  • Technology and intelligence having a huge importance
  • Books and consumerism having a huge importance

14. What was John Locke's outlook

  • Human mind is a tabula rasa, children not innately bad but need correction and can learn through play
  • Human mind is a tabula rasa, children are bad and need correction but can learn through play
  • Human mind is a tabula rasa, children not innately bad but need correction and play was too uneducational
  • Human mind is a tabula rasa, children are innately good and don't require any discipline and can learn through play

15. What was a main criticism of Aries (1960)?

  • Pollock (2001) - found a much more negative picture of childhood from court cases and newspapers
  • Pollock (2001) - found a much more positive picture of childhood from diaries
  • Pollock (2001) - found a much more positive picture of childhood from interviews
  • Pollock (2001) - found a much more negative picture of childhood from court cases

16. Which theorists support Empiricism (nurture) - knowledge comes from experiences

  • Chomsky and Behaviourists
  • Lang and Behaviourists
  • Locke and Behaviourists
  • Rousseau and Behaviourists

17. How were children perceived in the 20th century?

  • Children not working but still don't have their own schools, clothes, furniture, games, social world, Given additional protection and in the golden era of child literature
  • Children not working, have their own schools, clothes, furniture, games, social world, Seen as innocent but with the same rights as an adult.
  • Children not working, have their own schools, clothes, furniture, games, social world, Given additional protection and in the golden era of child literature
  • Children not working, have their own schools, clothes, furniture, games, social world, Given additional protection and child literature in decline.