Abstract: This article aims at highlighting the novelty of childhood and the relationship to childhood in democratic hypermodernity. The aim is therefore the political philosophy of education, in a (neo-)Tocquevillian perspective, and concerns the present of Western societies. We begin by briefly drawing the main lessons of major contemporary works devoted to the philosophical history of childhood, and examine the plural ways in which childhood is rewarded and redefined in the light of democratic individualism and around the law. We then argue for a political philosophy of childhood, the fruitfulness of which we will test in the face of the current themes and live questions of the articulations to be thought between education and politics and of the demographic stakes in individualistic societies. Our last words are to suggest that this question of the individualistic childhood in democracy conceals remarkable heuristic and practical virtues to conceive and realize a more inclusive society of individuals.