Constructivism is being cultivated in current childhood research as well as in scientific discussions surrounding new and significant lines of argumentation, leading to an evolution and shift in focus within scientific disciplines. Furthermore, new constructions and thus new images of children and childhood are being developed, in which the children themselves are to be involved. For example, Schäfer holds the view that it is about giving substance to an educational concept that is independent of historical and social context and making it comprehensible. To this end, he employs developmental psychological lines of argumentation that stem from the constructivist tradition shaped by Piaget. Constructivist concepts assume that reality is constructed, meaning created by humans, and that there is a universally valid.