ABSTRACT
Since the mid-1980s, sociologists have fashioned a change of approaches to the social study of children. This wave of scholarly activity, sometimes referred to as the ‘new’ social study of children, or more recently childhood studies, has reframed childhood as a historically and socially specific phenomenon that reflects the particular socio-cultural context of children’s lives. The new social study of childhood takes the study of children, located in socialization and development paradigms in multi-disciplinary contexts, to engage with childhood in a variety of interesting ways.
