This paper argues that current child and childhood research is problematical in as much as there is a discrepancy between theory and research practice. Although in theory, children are conceptualised as active agents in the social world, the type of research that children are typically involved in implies that children are competent, knowledgeable and affective only in terms of their own lives, their own spaces, their own childhoods. The implications of this discrepancy are discussed. The paper concludes that although research that contributes to a greater understanding of childhood experiences is important, it is equally important to involve children in research that goes beyond "childhood".