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This paper draws on examples from New Zealand early childhood settings to illustrate a dynamic approach to learning dispositions. It sets out three dimensions along which a 'learning curriculum' can strengthen valued responses to learning opportunities: increasing their frequency and robustness, widening their domain, and deepening their complexity and competence. It is suggested that learning environments can be variously affording, inviting or potentiating (powerful) and that in potentiatingdoi:10.1080/09575140320001790898 fatcat:nom7yte23rbavnqxj6iady5voy