ABSTRACT
Play, child-centredness, and child development are predominant concepts in practice-based interpretations of children’s interests. Concepts from sociocultural theory, children’s rights, and childhood sociology have added broader possibilities. Policymakers commonly prioritise neoliberal rationales and school readiness agendas. Both teachers and policymakers have therefore been selective about ideas that influence policies and practices, creating debates and tensions. I offer capability theory as a way forward to view children as learners whose interests are valued, and to justify continued investment in the early years. A capability approach also has possibilities for more holistic approaches to curriculum, pedagogy, and assessment, and longer-term perspectives on outcomes.
