<p>Current changes in the education system and in child and youth welfare, such as the expansion of full-day education and care and raising awareness of inclusion, have so far primarily been examined separately within empirical educational research and social pedagogy. However, childhood is closely linked to the transformation of social and educational infrastructures, whose everyday shaping by children, parents, and professionals is still largely unexplored. The research consortium “Sozial- und Bildungsinfrastruktur: Sozialpädagogisches Prozessieren von Kindheiten (SOBIS)” funded by “Niedersächsisches Ministerium für Wissenschaft und Kultur” and “Volkswagen Stiftung” addresses this research gap. In four subprojects, the design of all-day school arrangements, rights and protection concepts within transorganizational structures, as well as the qualification of professionals and accountabilities in the context of inclusion as processes of producing and negotiating childhood are examined. The aim is to further advance the theoretical and methodological development of social pedagogical educational research in the field of childhood studies.</p>