Abstract
Classification of Sociological Theories for Childhood at the Paradigm Level
Childhood sociology is developing day by day as a new field. However, theoretical
debates in the field are far from being mature. Therefore, there are conceptual and
theoretical confusions experienced. In this study, it was aimed to contribute to these
discussions by classifying sociological theories for children and childhood. In line with
this purpose, the theories in childhood sociology are dealt with by associating them
with the concept of paradigm. The concept of paradigm has become important in this
field, especially with the new childhood sociology developing after 1980. Proponents
of this new understanding claimed that a new paradigm separate from the traditional
childhood paradigm had emerged. A theoretically controversial ground was formed
in these discussions, especially in the early 2000s, with the addition of the idea that a
postmodern paradigm in childhood discussions had developed. These theoretical debates
are not sufficiently addressed in the literature in Turkey. These limited discussions are
accompanied by a conceptual and theoretical confusion. In this study, theories developed
in childhood sociology were evaluated within the framework of paradigm changes in
sociology. By examining the relationship between the assumptions of paradigms and
the assumptions of theories, it was questioned whether the developments in childhood
sociology were paradigm changes. In the study, theories in childhood sociology were
classified in the context of positivist, interpretive and postmodern paradigms. As a result,
it is seen that there exist paradigm changes that reveal important differences regarding the
nature of the child and childhood. Before these changes are understood, the conceptual
and theoretical confusions experienced in the sociology of children and childhood cannot
be overcome.
Keywords
Child, Childhood, Paradigm, Childhood theories, Sociology of Childhood.
