The exciting contribution of this book is that children’s perspectives and displays of their knowledge are understood through a lens that observes their everyday practices, in situ. In the studies reported here, the children are not being invited to report or give an account to an interested researcher about their everyday learning lives. Rather, the children are observed as they go about their everyday interactions with family, peers and educators. These activities would be happening regardless of whether the researcher was present or not, and captures what participants did and how they did it, and with whom and, alongside all this, the accomplishments of knowledge underpinned through all these interactions..
