In my thesis I attempt to define the basic concepts of the historical research of child conception and child perception, I try to emphasize the significance of narratives of childhood, and I point to the connection between the child conception, child perception, and the narratives. In the Hungarian pedagogical press, there aren’t yet carefully developed definitions, theoretical approaches regarding the researches of child conception and child perception, and that’s why we have to review that subject.  My study contains three main parts. In the first chapter I review the connections between the everyday pedagogical attitudes or perspectives and the child ideologies, then I analyze the relationship between the development-based pedagogy and the everyday pedagogical discourses, but I attempt to define the contemplative pedagogical attitude too. In chapter II I outline the concepts of child conception (child image) and child perception, and I point the relation between these concepts and the narratives of childhood. The last chapter is a summary with practical aspects, but I don’t show the paradigms of childhood history. In my theoretical overview, I try to answer that question: what kind of resources, components we can find in the different pedagogical views, and how to do these works under our researches. In my view, the child ideologies determine the pedagogical discourses of the different ages, and instead of the totalizing child conception of development-bases pedagogy we try to find new paradigms, e. g. the narrative psychology, the critical pedagogy and the new childhood-sociology, therefore these paradigms are more efficient for the child-rearing practices and our researches. Namely, we can’t vocalize the children’s perspective by the comparison to the adult gauge, therefore we prefer the contemplative, narrative methods, which leave open the frame of interpretation (reference).