Children live their lives across various social settings, including homes,kindergartens, schools and different kinds of institutions. The differentcontributions of this book focus on children's perspectives, and on how childrenlearn and develop through taking part in activities in social communities such asfamilies, peer groups, classrooms, and day care institutions. This collectionillustrates different ways of dealing with varying social contexts, and the researchpresented involves questions about children's world-making, anchored inchildren's daily lives. The studies are inspired by Vygotsky's theory of development (1998), as well as childhoodsociology. One of the aims has been to problematice time, change, continuity, developmental trajectories, andtransitions in order to identify novel ways of discussing 'development' in relation to different trajectories throughchildhood and youth.