ABSTRACT
In this paper the aim is to highlight the absence of a sociology of learning in relation to primary education. Further, it is argued that there is considerable scope for cooperation between psychologists and sociologists in tackling this issue and one way will be explored in which this could be achieved by drawing on social constructivist psychology and symbolic interactionist sociology. In support of this suggestion, some brief illustrative material is presented, drawn from a longitudinal ethnography of a pupil cohort progressing through a primary school in the UK.
