I will turn to questions of ethics in this last chapter and ask: what are the ethical consequences of different theories of learning and development that belong to different ontologies and epistemologies? Such questions are, I think, not discussed enough in the field of education at large and especially not in early childhood education. In my feminist philosophical and post-structural theoretical readings I have been confronted with this question a number of times in relation to my teaching and research practices. The material feminist researchers Alison Jones and Kuni Jenkins (2008) have asked a very specific and interesting question that has inspired me in writing this chapter: what reality is invoked and materialised before us depending on what ontological and epistemological position we take?