This book explores the role of motives in children's development at home, in education and at play.This book explores children's development as they take an active part in practices they encounter at home, in more formal education settings, and at play. A central concern across the chapters is understanding the role of motives in this process, bringing together both a historical and a contemporary view of these concepts. Another concern is the role of experience and emotions in children's development. The volume as a whole enriches cultural-historical theory about the meaning of motives in children's development.This book explores children's development as they take an active part in practices they encounter at home, in more formal education settings, and at play. A central concern across the chapters is understanding the role of motives in this process, bringing together both a historical and a contemporary view of these concepts. Another concern is the role of experience and emotions in children's development. The volume as a whole enriches cultural-historical theory about the meaning of motives in children's development.The contributors to this collection employ the analytic resources of cultural-historical theory to examine the relationship between childhood and children's development under different societal conditions. In particular they attend to relationships between development, emotions, motives and identities, and the social practices in which children and young people may be learners. These practices are knowledge-laden, imbued with cultural values and emotionally freighted by those who already act in them. The book first discusses the organizing principles that underpin a cultural-historical understanding of motives, development, and learning. The second section foregrounds children's lives to exemplify the implications of these ideas as they are played out examining how children are positioned as learners in pre-school, primary school, and play elă)