This article, by drawing on examples from sociology, anthropology and geography, argues that childhood studies is generally a multi-disciplinary field rather than inter-disciplinary. It emphasises that childhood studies could benefit from greater dialogue between its sub-disciplines as well as with those outside academia. While advances have been made, there is a persistent gap/tension between the discourse of childhood studies and arenas of practice and policy. More effective dialogue could also enhance learning across the Majority and Minority Worlds. While recognising the limitations and challenges of cross-world dialogue, the article suggests some areas of commonalities and differences between childhoods in the Majority and Minority World as avenues for further empirical and theoretical exploration. The increasingly blurred boundaries across different world areas and across subfields highlight the need for more inter-disciplinary, cross-world dialogue which also bridges the divide between academia and practice.