Abstract
This article reports on a professional inquiry conducted by a graduating early childhood teacher, in collaboration with her lecturer, exploring children’s working theories of self-identity and capability. Focusing on self-esteem, self-concept, self-efficacy, and motivation, the inquiry examined how children’s perceptions of themselves as learners shape their engagement and participation. Drawing on observations and reflections from practice, the findings highlight the relationship between positive self-working theories and children’s developing learning dispositions. The study highlights the importance of intentional teacher responses in supporting children to see themselves as capable and valued learners.