This one-year postdoctoral research project investigates how 1930s-1960s children’s periodicals from the Van Passen collection demanded their child readers to interact with their content. The hypothesis is that these periodicals opened to the readers' active production alongside passive reception, which resonates both with educational innovations such as ludic pedagogy of the first half of the twentieth century (cfr. Montessori) and with the increasing commodification of childhood.