Editorial

[1] Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge: Harvard University Press.

[2] Corsaro, W. A., & Fingerson, L. (2006). Development and Socialization in Childhood. In John Delamater (ed.). Handbook of Social Psycholog y (p. 125–155).

[3] James, A., Jenks, C. and Prout, A. (1998). Theorizing childhood. Cambridge: Polity Press.

[4] James, A. (2007). Giving Voice to Children's Voices: Practices and Problems, Pitfalls and Potentials. American Anthropologist, 109(2), 261–272. | DOI 10.1525/aa.2007.109.2.261

[5] Mayall, B. (2002). Towards a sociolog y of childhood: thinking from children's lives. Buckingham: Open University Press.

[6] Piaget, J. (1997). The moral judgment of the child. New York: Free Press Paperbacks.

[7] Qvortrup, J. (1985). Placing children in the division of labour. In Family and economy in modern society, Edited by Close, P. and Collins, R. (129–145). London: Macmillan.

[8] Riessman, C. K. (2008). Narrative Methods for the Human Sciences. London: Sage.

[9] Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.

[10] Sisk-Hilton, S., & Meier, D. R. (2017). Narrative inquiry in early childhood and elementary school: Learning to teach, teaching well. New York: Routledge.

[11] Tisdall, E. K. M., and Punch, S. (2012). Not so 'new'? Looking critically at childhood studies. Children's Geographies, 10(3), 249–264. | DOI 10.1080/14733285.2012.693376

[12] Vygotsky, L. S. (1978). Mind in society. Cambridge: Harvard University Press.