This 2-year collaborative research project focused on young children's working theories about identity, language, and culture, how early childhood teachers can nurture and encourage this learning, and how this in turn impacts on children's participation in early childhood education (ECE) communities. The project builds on a previous Teaching and Learning Research Initiative (TLRI) project that explored children's working theories in action in five Playcentres in Canterbury (Davis & Peters, 2011). That project showed ways children express and develop working theories, how practitioners understand these, and how best to respond to this learning (Davis & Peters, 2011). While there has been considerable local and international interest in the findings of that project, one of the limitations of the work was that children's diverse cultural knowledges, ideas, and actions were not investigated. This project sought to address these limitations by contributing to what is known about how teachers can help children to make sense of their 'cultural self' and the social world, and of difference and similarities, issues that are frequently silenced in young children and in learning communities (Brooker & Woodhead, 2008; Copenhaver-Johnson, 2006). The project explored ways teachers can support diversity, and participation, through pedagogy and programme design that is highly responsive to all learners. This is especially desirable for the potential influence on the practice and understandings of those working with young Pasifika learners--an area where there has been very little research undertaken in Aotearoa New Zealand to date. The project was based in two community ECE centres in Christchurch: Mapusaga A'oga Amata and North Beach Community Preschool. This report details the data gathering and analysis, findings, major implications for practice, and limitations of the study.