The authors in this comprehensive collection challenge dominant discourses and practices in the fields of early childhood and middle grades education that are based on the last century's grand developmental theories. They examine the notion of development in their own work by employing various alternative frameworks, including Bakhtinian ideas, Buddhism, cultural psychology, and post-structuralism. Exploring issues related to developmentalism within and across the fields, Lee and Vagle invite readers to participate in the cross-field dialogue which provides new language and perspectives for the education of young children, adolescents, and teachers in both fields.