In this introductory chapter, we outline three broad questions of interest to researchers and educators, each of which provides a clear thread throughout the volume. First, where do questions come from, and how do children engage in questioning across development? Second, to what extent is questioning universal, and in what ways is it socialized? Third, what role does question-asking play in learning more broadly, in both formal and informal environments?

In this volume, we have brought together leading researchers in psychology and education with the goal of generating an overview of key issues pertaining to the role of questioning in development, to assess where the field stands in terms of investigating these issues, and to chart a path forward for this research in the coming years. In our introduction, we outlined three broad questions of interest to researchers and educators: (1) Where do questions come from, and how do children engage in questioning across development? (2) To what extent is questioning universal, and in what ways is it socialized? (3) What role does question-asking play in learning more broadly, in both formal and informal environments? In this concluding chapter we revisit these three key questions, weaving together the contributors’ insights before laying out a roadmap to highlight promising avenues of focus for future researchers in the field.