Section III presents six studies performed in a variety of learning contexts. De Groot Kim, van Oers, and Japiassu discuss diverse forms of children's play and their significance for development. Hedegaard, Rahm and her colleagues, and Rojas-Drummond and her colleagues deal with children's learning in formal contexts. The authors of the six chapters in this section differ in their approach to learning, in the scale of their presentation, the methods adopted, and the way they relate to sociocultural theory and activity theory. Despite their differences, however, the authors appear to share a commitment to further developing sociocultural and activity theory – in two respects. Firstly, they express a need to understand how children contribute to their own development. Children learn by participating in cultural activities; that means that children contribute to these activities and consequently to the creation of the conditions of their learning. A view on learning and instruction that considers adult-child relationships merely as a site for the transmission of culture seems to have been abandoned by the authors a long time ago. Learning, in contrast, is a constructive activity, in which children create something new. The challenge is to make this creative process visible. The second issue relates to the first one: if children contribute to the creation of the conditions of their learning, how does this influence their identity and their relationships with others?