Since literature is a transboundary field, literary texts are one of the most resourceful sites for studying childhood. Therefore, this study examines constructions of childhood in three contemporary Amharic novels: Adam Reta’s (2005) Gïrčʹa Qačʹïloč, Zenebe Wela’s (2008) Lïǰïnät, and Alemayehu Gelagay’s (2012) Yäbïrïhan Fälägoč. Literary hermeneutics, a qualitative research approach, is employed in this study. Purposive sampling is used for the selection of the primary texts. The main method for data collection is an in-depth reading of the selected novels. This study utilized descriptive and thematic methods of data analysis. The theoretical notions of the new sociology of childhood studies: social constructionism of childhood, interpretive reproduction, and children’s peer cultures serve as the study’s theoretical framework. The findings of the study reveal societal perceptions and adult-centric perspectives on childhood. In the selected novels, while the presence of curses, negative labels, and accusations reflect the original sin discourse, children are also viewed as inherently holy yet corrupted by circumstances, which represents the original innocence discourse. The use of physical punishment by authority figures to instill discipline and correct sinful behavior juxtaposed with the care and protection of adults. As the findings in these novels further demonstrate, children are perceived as vulnerable, a source of anxiety, naïve, immature, inadequate, incapable, and their ideas, actions, and intelligence are underestimated and dismissed. In contrast to these adult-centric views, the novels also portray children as active agents. In these novels, children’s strong desire for autonomy and control over their lives is demonstrated by their attempts to appear older. Further, children assert control and autonomy by actively reinterpreting and reproducing adult practices through games and plays. Also, children assert control and autonomy by challenging adult authority and norms, and actively reinterpret and resolve environmental uncertainties through plays and games. Regarding status differentiation, in the selected novels, conflict-based status is reinforced through competition, confrontation, and symbolic dominance. Children also gain status through cooperation, achievement, skills and intelligence. Further, children articulate values of fairness, reciprocity, and collective identity through negotiations of ownership and sharing rituals. Additionally, they demonstrate commitments to protect shared activities and interactive spaces