A comparative history of childhood: Current research perspectives

This set of reflections aims to indicate some possible paths, to be followed in the field of comparative education, which might contribute to defining the idea of childhood and to seeking the best form of educational care for children in the context of a European and world history of education. This new history, which also poses numerous methodological questions, has not yet been fully delineated in its development and its anthropological declinations: an attempt is made here, including through examples (which are in no way intended to be exhaustive, but only with the aim of clarifying the discourse), to give a glimpse of its possibilities in terms of epistemology, methodology and content.