ABSTRACT
This chapter explores practical approaches that empower children to become individual agents of their own learning. It examines the participatory approaches to children's learning in two exemplary early years settings, both having achieved Ofsted outstanding judgements and who acknowledge the individual voices of children and the use of play as a necessary pedagogic tool for young children prior to the more formal didactic junior school years. When children are provided with 'time and space' they can begin to recognise if 'their audience' is influenced by them, which should enable future participation, therefore children's silences are essential within the participatory process, as well as their vocal participation. The participatory approach at Absolute Angels encourages independent, free-thinking children capable of individual learning. The way Richmond Pre-school approach 'guided participation' varies between circumstances and children; this approach will alter over time as children develop, learn and alter their preferences for communication and learning styles.
