This paper presents qualitative evidence from an in‐depth, participative action research project with 150 children aged 4–8 years old, exploring their experiences, perceptions and preferences regarding charitable giving. Most children positively engage in charitable giving through home, school and their community; however, less than 20% are aware of the cause area they are being asked to support, and most have little decision‐making in their giving. Children’s willingness to engage increases when they critically examine the cause area and are facilitated to lead on giving decisions, often resulting in increased and sustained efforts to support cause areas that matter to them.

There is a persistent suggestion that the lack of men who choose to work with young children (0-5 years) is detrimental to children's learning and development. This study analysed whether practitioners believed that men who work with young children adopt specific approaches within a play pedagogy. Practitioner beliefs about how their gender influences their practices were gathered through qualitative surveys and open-ended, photo-based interviews. This paper argues practitioners use conflicting scripts to discuss their gendered approaches to play; it proposes that opportunities to explore gender critically, through gender sensitivity training, are vital for ECEC practitioners to ensure that a high-quality workforce is developed that can be flexible in its practices and pedagogy.