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This paper defines the field of Child Computer Interaction. Beginning with an historical look at this field, and identifying some of the key moments in its development, the work then brings together reflection from experience, and knowledge from literature, to describe and define Child Computer Interaction. In arriving at this definition, the authors highlight the key differences that set CCI apart from HCI and explores the extent to which these differences impact on the methods and approaches needed for research and practice in Child Computer Interaction. Key differences that are identified are the rate of change of children, the involvement of adult participants in children's interactions, the contexts in which children use computer technology, and the underlying cultural and societal assumptions about technology and children that determine what is good for children and what has value.