In Ethics and Research with Young Children-New Perspectives, Christopher M. Schulte brings together scholars and practitioners with experiences in the fields of childhood studies, education and qualitative research to interrogate and explore the wide range of topics relating to ethics and research with children in different contexts and through different lenses. This collection is an illuminating and refreshing addition to the plethora of scholarly work that focuses on ethics and research with children. The field of ethics and research with children is fluid and continuously evolving given the dynamic contexts, situations and societies within which research is conducted. Therefore, this volume is very timely. It opens readers’ eyes to emerging trends, approaches, challenges and possibilities, discussed within four overarching themes: doing ethics, the mattering of space and time, decolonizing methodologies and researcher–child collaborations. All the chapters emphasize ethics as ‘becoming’ and as a shift from the state of being ethical to a new notion of the ‘ethical as performed, enacted and shared’. Chapters 1, 2, 3 and 4 posit the will to ‘unknow’ and ‘unlearn’ and a relational ‘ethics of ignorance’, which involves an intentional disassociation with pre-existing knowledge to discover new knowledge. In doing ethics, chapters 4 and 9 skillfully speak to how researchers and children navigate, co-create and co-compose knowledge in research spaces. These processes involve a ‘symbiotic search’ and ‘muted observations’ of children’s worlds, which requires a ‘lingering in the field’, ‘being there’ and ‘deep hanging out’ to allow for the not yet fully articulate voices and insights of children to evolve. Researchers need to acknowledge the ‘encounters of difference’ and develop ‘affective attunement’ to capture the non-verbal and representational language and knowledge of children. This is particularly relevant for research with children with disability, language barriers, young ages and in vulnerable deprived circumstances, such as those in the global south. Chapters 5, 6, 7, 11 and 14 expand the discourse on preventing harm, reflexivity and positionality and admonish reflexive assessments of researchers’ fluid, hybrid positionalities as they navigate equally fluid and permeable research spaces. Effective reflexivity results in ‘emergent listening’ and not ‘listening as usual’ or ‘repetitive listening’. It requires the removal of ‘metaphorical sticks in the ears’ of researchers to capture the knowledge children present, no matter the ‘circuitous or off-base’ manner in which children present information. It involves listening to the ‘things that murmur’ (Chapter 14) ‘sensory attentiveness to non-human forces’ (Chapter 11) in order to capture ‘the ‘punctum’—the detail that pricks (Chapter 13) to prevent ‘epistemic injustice’ (chapter 7). Research with children requires careful consideration of the subject of informed consent, explored extensively in chapters 1 and 6. The questions focus on children’s understanding of consent and what constitutes children’s voices. Chapter 8 presents an interesting discourse where children themselves generate the questions in research, and participation remains only in the memories of children. Reflexive assessments should involve the collaboration between researchers and children as espoused in chapters 6, 7, 13, not only in the co-creation of knowledge but also in how research is shared. Researchers need to explore novel ways in which children speak along researchers in writing and in the public spaces where researchers share their research co-owned with children as ‘our story’. Chapter 7, in a reflexive tone interrogates the humour that often meets children’s responses to research and points out the potential harm it does to children. Chapter 8 stands out for me as a childhood scholar in the global south as it presents uniquely new perspectives on decolonizing methodologies. Chapters, 9, 11, and 12, address the new perspective of interactivity and relationship with multiple bodies—human and non-human. Employing the perspectives of feminist materialism, post-humanist ethics of care and new materialist ethics, the authors posit that researchers’ ethical responsibility (response-ability) in the field extends beyond just the human actors in a given space to the new materialism that involves the interaction of objects, things and non-human actors. The final chapter speaks to the collaborations between childhood researchers as they co-create and invent data and addresses the roles of stakeholders’ ways of writing and literacies and developing a ‘how-to’ list of research with children that is ‘ethics-becoming’. Overall, the book offers thought-provoking insights and novel perspectives for conducting research with children. A good balance, however, could have been created if the volume had included chapters from authors or contexts in the global south. This notwithstanding, it is a great guide to researchers conducting research in culturally different contexts. It is a masterpiece on reflexivity as each of the authors’ narratives and vignettes are borne out of their own research with children of different ages and in diverse contexts and spaces. The detail in the book is relevant and timely for academics, institutional review boards, practitioners and policy-makers everywhere but particularly for those in the global south where the discipline of childhood studies is fast progressing.