| Summary: | <p>Using the social constructionist theoretical framework as a point of departure, the primary aim of the study is to explore the extent to which the meanings that children assign to &lsquo === childhood&rsquo === are ideologically configured. More specifically, using the concept of well-being as a hermeneutic key, the study examines how children use specific discursive resources and repertoires to assign meaning to &lsquo === childhood&rsquo === . The outcome of this on children&rsquo === s meaning assignation and constructions of childhood is characterized by a consensus/contestation dichotomy as ichildren appear to both accept and resist the ideology. This emerges at the intrapersonal level (within the consciousness of children), the interpersonal level (between children) and societal level (between children and adult society). The study concludes by advancing the notion that childhood should be conceived of as an ideological configured construction, and not merely as a discursive construction, functioning within various social contexts. Thus, the meanings of childhood, whether constructed by, or present in discourses, cannot be independent from the ideologically configured social, historical and material structures. It is believed that this theoretical maneuver will bring theories of childhood into better alignment with practical actions resulting in opportunities for intervention, services, monitoring and research initiatives, as well as policy development and implementation, aimed at improving child and youth wellness.</p>
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