BackgroundIn recent years, conceptions of childhood have been evolving towards an increased recognition of children as active agents, capable of participating in the determination of their wellbeing. In pediatric dentistry, the extent to which these conceptions are being discursively endorsed is not well known.AimThe aim of this investigation was to examine the discursive construction of childhood in seminal North American pedagogical dentistry materials.DesignWe conducted a qualitative discourse analysis of a sample of prominent texts using a sociological discourse analysis approach.ResultsWe analyzed the latest edition of Macdonald and Avery's textbook (Chapter: Non pharmacologic management of children's behaviors) and the clinical practice guidelines published by the American Academy of Pediatric Dentistry, AAPD (Behavior guidance for the pediatric dental patient). The analysis produced five salient discursive categories: socialization through behavior modification; development and behavior; paternalism; the utility of child‐centered communication; and consequentialism. While there were instances of a child‐centered focus in the texts, the main discourses were rooted in developm
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