In this article we explore socio-cultural theories of learning and some of the processes by which children learn democratic values. Norwegian policy and practice emphasises children's right to participation and involvement in decision-making. We discuss the importance of adults' attitudes, knowledge and ability to relate to and understand children's perspectives. It is argued that knowledge is constructed within different contexts. We demonstrate how important the quality and context of adult-child and child-child interactions are. Memory vignettes are used to exemplify the theoretical issues raised. Learning, meaning and identity are viewed as processes of negotiation of meaning through participation and reification. We suggest that outdoor play and activity provide numerous, high quality opportunities for children to create and negotiate meaning.