Encyclopedia of Educational Philosophy and Theory

2017 Edition
| Editors: Michael A. Peters

Children and Objects

  • Casey Y. Myers
Reference work entry
DOI: https://doi.org/10.1007/978-981-287-588-4_266



Objects, for the purposes of this entry, are defined broadly as nonhuman, nonliving things. The significance of objects in the lives of children has been an active area of interest within childhood studies for several decades; the theoretical and practical focus of which has largely mirrored broader turns in social science. That is, as the field emerged within the cultural turn, children and objects have been understood primarily through a sociocultural, rather than a psycho-developmental, lens. This is reflected in ways in which children’s relationships with objects are woven throughout well-established areas of interest within childhood studies – most notably examinations of consumerism and material culture. As the social sciences are in the midst of a material turn, children and objects are currently emerging through a new materialist framing.

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Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.Kent State UniversityKentUSA