From the perspective of educational science, this book makes a contribution to the study of children and especially to the discussion about the "perspective of children" within the framework of New Childhood Research.

Three questions are central:



Is there an interest in researching children's perspectives?

Is the concept of "children's perspective" theoretically tenable?

What is it actually about when one speaks of a "child's perspective"?

The authors elaborate an educational science view of the perspective of children that differs from the "new childhood research". The central aspects here are the non-reversible normativity in the relationship between children and adults in its historicity, which at the same time refers to the social and cultural present and future of children and adults.