Linington, VivienExcell, LorayneMurris, Karin2016-06-152016-06-152011Linington, V., Excell, L., & Murris, K. (2011). Education for participatory democracy: A Grade R perspective. Perspectives in Education, 29(1), 36-46.0258-2236 (print)http://hdl.handle.net/11660/3036This paper proposes a form of Grade R pedagogy in South African schools that addresses both the diverse realities of South Africa’s children and the principles underpinning a participatory democracy. The community of enquiry pedagogy we propose is based on a socio-cultural historical theoretical perspective and focuses on the nurturing of a reasonable person (both learner and teacher) in the context of a play-based Grade R (reception year). This relational pedagogy assumes the inclusion of child’s voice and the participation of child1 as thinker, and therefore challenges teachers to take up different roles as co-enquirers, democrats, guides and listeners.enEarly childhood developmentGrade RDevelopmentally appropriate practiceSocio-cultural historical approachPhilosophy for childrenCommunity of enquiryReasonable personThinking skillsParticipatory democracyInclusionChildhoodVoiceArticleFaculty of Education, University of the Free State