This paper will discuss how the increasing age-based institutionalization of childhood, contributes to the construction of a birth year-specific ordering of children’s interaction with one another. Established discourses of the peer construct such as in peer-culture and peer-relations in various scientific disciplines as well as in professional practices take part in meaning making in these relationships. How is the child and children as a collective constructed in time and space on the basis of the meaning and importance of same age relationships and how material organizations form same age collectives? What is the impact of this for children’s scope for agency? At the same time, however, children are living in a pluralistic society. Teachers, other adults at the neighborhood, relatives of various ages, parents and friends and peers of various ages are part of children’s everyday lives, as well as consumption cultures and media, and, thus, also meaningful for children’s identities and meaning making. This may, then, contribute to diversity in social identities related to time and space and through different relationships, and also to ambiguity. This analysis, focusing age, will be connected to further comments on the intersectionality of childhood, i. e. how diversity of childhood may be understood in the interaction between various categorizations such as gender, age, social class, ethnicity and disability including discussion of children’s age related scope of agency in aged contexts.
2006. 24- p.