Published: 2024-12-01

Social representations of selected phenomena of childhood and of the social world of the child

Marta Krasuska-Betiuk

Abstract

This article presents the results of a review of research on phenomena relevant to childhood conducted within the framework of social representations theory. Serge Moscovici's (1984, 2000) social representations perspective extends and complements research on childhood by providing a broader context for children's functioning and adults' perceptions. Researchers in this strand treat development as a social process (Duveen, Lloyd, 1990) and therefore combine findings from developmental and social psychology, analysing in this context how children become social agents. The text cites classic studies of parental representations of children's cognitive development (D'Alessio, 1990), presents the role of children's peer cultures, studies of children's conceptions of the social world, and social knowledge and its phenomena (including children's knowledge of adults' social roles). Children's and adults' representations of school and teachers enable them to deal with the complex nature of abstract categories that are strongly socially contextualised and thus make the unfamiliar familiar. Among the social categories shared by parents, teachers and pupils, those directly related to learning, such as ability and intelligence, are important, which is why the last section of the text presents the results of a study of the social representations of a child's intelligence (Carugati, 1990, 2016).

Keywords:

social representations, childhood, development, school transitions, intelligence

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Krasuska-Betiuk, M. (2024). Social representations of selected phenomena of childhood and of the social world of the child. Psychology of Family and Education, 72(30), 71–92. https://doi.org/10.71358/pw.1851

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