Our presentation was based on ‘A critical exploration of the development of identity in early years childhood through education’. We split the title up into five different categories; Gender, class, disability, and ethnicity to underpin how those groupings can effect children developing whilst in education. Childhood means different things to different societies, therefore we based our presentation in the UK and what it means through governing rules and regulation as children are expected to go into education from the age of four, and nursery before that. Through looking at research, there was a rapid increase the development of the sociology of childhood in the 1990-2000. Jo Moran Ellisfor example challenged how we think of children and how they need to be socialised in order to become and adult and be able to engage in the real world such as having jobs, relationships and being independently stable. We addressed each category and discussed how they play a part in growing a child’sidentity and progression into adulthood. By looking at this, we decided to address the matter by looking at different categories; Gender, ethnicity, class and disability. All which we thought would play different roles in how they effect a child’sidentity in their early years. Our aims were to look at how certain groups would influencehow a child is brought up and what will play a key role in what shapes their identity. The aim was to present an analysis of the social, cultural, political and personal dimensions of age using appropriate ICT skills. We achieved this by adding BBC news articles on disabilities, video clips from ‘The Life of a 5 year old’ and ‘School of Rock’. We also included pictures on each slide representing each category. Literature ReviewFrom looking at literature regarding the title of ‘ A critical exploration of the development of identity in early years through childhood education’, Jo Moran Ellis, who conducts research at Sussex University looked at how children become integrated into society and the process they undertake to become an adult able to fit into society (University of Sussex, 2015). Ellis discussed a challengeshe found 1990’s by critiquing Allison James and Alan Prout called ‘Constructing and ReconstructingChildhood'(James and Prout, 1990). They argued that we need to fundamentally seechildren in a different kind of way. Ellis discusses how we need to view children as social actors as we need to recognise children as social actors from a social perspective (Goffman). This led her to question what really a social actor is and are children able to act in order to develop their own identity. As society is ordered, children have the ability to know what order they are placed in such as having respect for elders. The idea of social order and how a child is ordered in society means they can understand what the social order is and their accomplishments and goals reflects that. Empiricalstudies such as understanding agency and children’s participation, trust and the ideologies of childhood seeing children and incompetence is a chance to politicise them(Ellis, 2010). This reflects how social acting can have a large input in the development of a child identity as they learn how to act appropriatelyin each given social situation.Similarly, John Clarke looks at how Aries and his co thinkers could be wrong about his sociological perspective of childhood in his book written in the 1960’s. Aries wrote ‘Centuries of childhood’which controversially stated that childhood did not exist. He thought in the middle ages, children were seen to be ‘small adults’therefore should be able to do all the things that full grown adults do as in that time period children died at an early age, therefore there was no time for childhood and experiencing learning. Children were objectified as workers and were used to help their parents in the labour industry. UK law now states that the youngest a child can work part time is 13 and begin working full time at a maximum of 40 hours at the age of 16 (GOV, 2018). Linda Pollock strongly disagreed with Aries and his view that ‘in a medievalsociety childhood did not exist’ as she explored diaries and autobiographies of the grief parents felt during infant death. This suggested that parents