Our concept of childhood is context-linked and time-specific. This paper traces the evolution of our conceptualisation of childhood in Ireland, focusing particularly on children aged four to six years of age, from 1900 to the present day. In the course of the past century, this perception has altered greatly in light of advancements in society’s understanding of children. There has been a gradual transformation in the position of children in society, and the rights and interests of children now receive unprecedented attention in the public domain. These changes have been influenced, and indeed catalysed, by dramatic social, economic, familial, democratic, religious, cultural and political changes throughout the twentieth century. While there are a number of sources outlining the position of children in society, this paper focuses on documentation from the education system, particularly the content of successive primary school curricula in Ireland. Analysis of documentation provides an insight into society’s view and value of children in Ireland in the twentieth century. This is traced in three distinct phases; the curriculum in the period preindependence (1900-1922); the programme adopted upon independence and implemented for close to 50 years (1922-1971); and the revisions that took place and were adopted in the curriculum (1971-1999).