This book focuses on the development of relationships amongst young children. Foregrounding the supporting role that parents and teachers take, it interrogates the various conceptualisations of children's friendships that parents and teachers hold, and explores how a child's agency changes in different settings. This book has two main contributions to the field. First, the introduction of cultural-historical perspective as part of studying the formation of children's friendships and social relations and the way in which moral imagination as a concept is drawn on to enrich and elaborate the theoretical perspective is novel in this context. Second, the authors endeavour to bring a holistic perspective together, across contexts and across different actors - it is clearly a contribution to the field. These are the?major strengths of the book and make it essential reading for educators, and a unique book.? Jaakko Hilppö Post-Doctoral Fellow University of Helsinki There is a real need for this book which is both theoretically well-grounded and practical with a lot of research data that illustrates well the authors' arguments. The authors emphasize how friendships may be formed and sustained beyond the classroom, they are studied across contexts, rather than in isolation, which brings a unique contribution to this discussion. Associate Professor Daniel Goulart