Abstract
Some aspects of the ontogenesis of social representations are discussed through a consideration of specific issues raised by empirical research on the development of representations of gender through children's first year of schooling. A comparison with Vygotsky's general law of cultural development emphasises the importance of considering social identities as structures mediating between the interpsychological and the intrapsychological in individual development. The relationship of social identities to social representations is further explored, in particular through the introduction of a notion of positioning. A second theme is the examination of the figurative nucleus of children's representations of gender, in which the metaphor of sexual reproduction provides the central image.
