This essay aims to examine how theories within childhood sociology have evolved. The main questions are: Who are the central scientists within the field, what are their objects of study and who are the intended recipients of their work? How can the origin of the theories be described? Which elements are central in the theories and have they changed over time? How can the theories be evaluated based on criteria of valid theories? The study was based on a qualitative literature review. Six scientists' publications were examined, ranging from the time of the theories establishment to present time. In the analysis hermeneutics and theories of scientific development were used to seek explanations. The main results show that the central elements in the theories describe childhood as a social phenomenon and a structural category. Children are viewed as social actors and as the basic scientific unit. Childhood is understood in the context of distribution of power and the societal development. The earlier theories are marked by unity and a provocative view on childhood, this might be due to a common strive to establish the scientific field. The scientists succeeded in their aim, supported by a growing interest in children in society. Later this unity dwindled and opposing theories emerged that viewed childhood as a more complex and diverse phenomenon. This diversity provides the field with new perspectives which might promote further development of new theories
