Geographical research undertaken with children and young people is burgeoning. Philo’s (2000) call for researchers to ‘look at the larger picture encompassing many different sets of children spread across many different places’ (p. 253) is apparently being answered as recent articles published in Children’s Geographies testify (e.g. Beazley, 2003; Juckes Maxey, 2004; van Blerk, 2005; Kesby et al., 2006; van Blerk, 2005). Discussions at recent Children’s Geographies conferences have highlighted both the diversity of children’s geographical experiences and the manifold ways in which children can actively engage with geographical research.