In some Mayan communities, young girls are not permitted around the hearth, for an extended period of time since corn is sacred. Despite this being an exception to the more common Indigenous American practice of integrating children into all adult activities, including cooking, it is a strong example of observational learning. These Mayan girls can only see their mothers making tortillas in small bits at a time, they will then go and practice the movements their mother used on other objects, such as the example of kneading thin pieces of plastic like a tortilla. From this practice, when a girl comes of age, she is able to sit down and make tortillas without any explicit verbal instruction as a result of her observational learning. 
Developmental theory is second nature for Early Childhood Educators. We see development as natural and something that ‘just happens’. Children also understand development. They become aware of developmental discourses from a young age. Children learn the behaviours and rules associated with stages of development from their culture and educational practices, and enact them in their social relationships. This presentation will use recent research into Outside School Hours Care to investigate the importance of age in children’s identities. It invites participants to reflect on how they enact aged discourses in their pedagogies and consider implications for children in early childhood settings.