This paper continues scholarly conversations about appropriate theories of development to underpin early childhood pedagogy. It focuses on sociocultural theoretical perspectives and proposes that participatory learning theories (PLTs) underpin pedagogy built on principles specified in three curricular documents. Further, the paper argues that the outcomes of participatory learning contest accepted understandings of knowledge outcomes and instead comprise notions such as funds of knowledge, dispositions and working theories. A ‘participation plus’ model of pedagogy is posited as emanating from PLTs and associated outcomes. Resulting challenges for research and pedagogy are discussed.
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