ABSTRACT
We have argued that an understanding of public provision for children as ‘children’s spaces’ implies seeing these provisions having potential for many possibilities, the results of which are not wholly, or indeed mainly, predetermined. In this chapter we want to give some indication of what some of these possibilities might be, and look into two-learning and children’s culturein more detail. However as the use of ‘indication’ and ‘might’ suggests, we are cautious: to be too specific runs the risk of closing down imagination and limiting possibilities, leading us back to the apparent safety of predetermination and narrow instrumentality and away from the risks of not knowing and not being in complete control.
