The present study investigates the features of teacher-children interaction during whole-class activities within an early childhood community, in which children's active participation is supported. The theoretical basis of the study is shaped by sociocultural approaches, which consider learning as a process of social co-construction of meanings, accomplished through children's participation in meaningful and authentic interactions where their agency is deliberately fostered by adults. By implementing a three-level framework of analysis, two whole-class activities were analyzed. The research findings identified how the control of the activities was shared between the teacher and the children, how the children's engagement was accomplished and what features it had as well as how their bodily movements contributed to the realization of meaning, sharing of thinking and extension of interaction. New insights on whole-class interaction are provided, which broaden our knowledge in the field of participatory pedagogy, while implications for future research are highlighted.