Sociological studies of risks and new practices of childhood (based on the results of the VII All-Russian Sociological Congress)

Context and relevance. The sociology of childhood is an important branch of sociology that studies children from the perspective of their role and place in society, imbuing them with subjectivity and enabling them to be active participants in the socialization process. The sociological congress plays a key role in attracting attention to the scientific understanding of children's issues, hosting scientific discussions on various aspects of childhood and exploring children's inclusion in economic, political, and social processes. Objective. To identify the main areas of methodological and empirical sociological research on contemporary Russian childhood, drawing on the presentations and materials presented at the 7th All-Russian Sociological Congress "Sociology and Society: Formation and Functioning of Public Memory", held in Moscow on November 12—14, 2025. Methods and materials. The analysis was carried out within a reflexive approach aimed at identifying lacunae and potentials for shaping a substantive interdisciplinary research agenda in the study of contemporary childhood, drawing on 27 texts — comprising conference presentations and articles — submitted for inclusion in the post-Congress edited volume. Results. During the breakout session "Russian Sociology of Childhood: Achievements and Prospects" and the roundtable discussion "Children as a Hard-to-Reach Group for Sociological Study: Access, Trust, Rapport", researchers focused on a number of important issues related to infantilism, regulating gadget use in schools, introducing children to literary and visual arts, the risks of digital socialization, and the difficulties of migrant children's adaptation. A constructive discussion was held on the proposed substantiation of the periodization of childhood social development based on childhood events and the need for further empirical research in this area. Conclusions. It is concluded that general theoretical and methodological issues need to be developed in collaboration with childhood psychologists, and that faculty members should be intensified in developing curricula on the sociology of childhood not only for sociologists but also for other specialists, taking into account the opportunities available in the current period of transformation of the higher education system.