Social Construction of Child and Childhood Starting with an overview of social constructionism in very general terms leads to building a more explicit understanding of child and childhood in a world social. The notion of social construction is defined in several disciplines and instead of generating a description there are a series of thoughts. “Sometimes it is called movement, other times position, theory, theoretical orientation, approach; psychologists remain uncertain about its status (Stam 2001, p. 294).” Vivien (1995, p. 10) points out that the origin of social constructionism dates back two or three hundred years ago, in the period of the Enlightenment, modernism and postmodernism. Certainly, Berger and Luckmann's (1966) book, The Social Construction of Reality, as the first book, has a “social construction” title and has been an influential contributor to recent scholarship (Hacking, 1999). In this book, by questioning the realities of everyday life and providing examples, the importance of social relationships and the language we use is shown. Hacking' The social construction of what? (1999) offers updated and logical examples that help to understand these aspects. He has listed a series of things to be socially constructed and X as a generic label is used by him to make things work as they are. First X does not exist or is not generated by any natural thing then X has existed from history, from social interactions and with similar things. He argued too often after this process, using social construction theory to change or destroy X make "normalization". The genre is one of the good examples he gave that always comes to mind, regardless of whether it is constructed or not. Simply put, when X is the gender; inequalities between men and women cause...... middle of paper ...... look at the back of the book (Miller, 1995). The cognitive inability to realize the other's perspective and the lack of social conversation are the reasons for egocentrism supported by Piaget. However, children talk while playing with their peers; this communication is not necessarily related to each other which can also exist in group self-communication. He suggests based on his own observations that this speech decreases with age. In other words, egocentric thinking passes from autistic to social thinking and when the child begins to think silently, egocentrism disappears (Piaget, 1950). Vygotsky's point of view starts from this point; in contradiction to age decline, he argued that the initial mission of egocentric language was cognitive self-government rather than social communication (Rubin, 1973). In common sense, egocentrism is shaped by the development of thoughts but Piaget attributed genetic roots to it.