These differences are suggested to emerge from complex outcomes of divergent states of physical, neurological, emotional, affective and experiential being between children's and adults' lives.
[1] The approach suggests that adult (researchers) need to be cautious in their claims about understanding the world from a child's perspective.
Ideas of the otherness of childhood have connections with some children's affinity with disordered spaces (those not managed and tidied by adult society) like waste ground in cities.
They also have implications for trying to remember what it was like to be a child as a form of research and knowing childhood.
This is, at best, a highly complex and multifaceted process which, again, cannot be assumed to give easy access to children’s worlds.