Editorial Nicola Yellandrn306–307rn‘I Am Not Angry In The Kindergarten!’ Interruptive Anger As Democratic Participation In Norwegian Kindergartens Liv Torunn Grindheim 308–318rnComplex Possibilities: ‘working theories’ as an outcome for the early childhood curriculum Vicki Hargraves 319–328rnCultural Capital and Home–School Connections in Early Childhood Kyle Miller, Amy Hilgendorf & Janean Dilworth-Bart 329–345rnLosing Sight of the Child? Human Capital Theory and its Role for Early Childhood Education and Care Policies in Finland and England since the Mid-1990s Verity Campbell-Barr, Kael Nygård 346–359rnReconceptualising the Child: power and resistance within early childhood settings Marek Tesar 360–367rnA Politics of Imperceptibilities, Possibilities and Early Childhood Practice Tamara Cumming & Jennifer Sumsion 368–377rnPreventing Inclusion? Inclusive Early Childhood Education and the Option to Exclude Kathy Cologon 378–381rnBook Review, Reconfiguring the Natures of Childhood Affrica Taylor, 2013 382–383rn