India is today part of the global debate on childhood. Taking a social constructionist perspective, this exploratory study looks at the discourse surrounding Indian children and childhood, in terms of development-related beliefs and understanding of childhood as a social group. Using qualitative methodology, on the lines of Grounded Theory, clinical interviews supplemented with picture cards were conducted on seven teachers in Lucknow. Teachers’ discourse showed an active-passive paradox in the role of children in their learning and development and childhood was seen as comprising broadly three developmental stages: early childhood, adolescence and late childhood. As a social group, an ideology of incompetence and dependency was seen as underlying various marginalizing practices in adult-child relations.
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