In the process of opposing the modern conception of childhood, postmodern discourse has entered the field of Western childhood study, resulting in many new understandings about childhood. These understandings include advocating anti-essentialism of childhood and the ontology of childhood differences, deconstructing the binary opposition in childhood study, emphasizing childhood as a heterogeneous collection and deconstructing the opposition between childhood and adulthood with “becoming-child,” using childhood as another form of subjectivity, and reconstructing the subject of post-modernism etc. Post-modern childhood study will bring some positive influences to the field of education, such as focusing on the diversity of childhood, changing the relationship between adulthood and childhood, and highlighting the construction of new forms of children’s subjectivity in education. But at the same time, it will also bring many challenges to pedagogy, such as challenging what is the real essence of childhood and good education, shaking the foundation of education due to the disappearance of childhood, and the defect in the value of education caused by the construction of a fluid and changing children’s image. It can be concluded that when childhood studies open up to postmodern discourse, so do the promises and risks that we must confront.