This thesis explores how a process of deep critical reflection supported and enhanced participatory teaching with young children. The study involving two early years teachers began by exploring influences on their views, beliefs, and understandings in relation to listening to, and consulting and participating with young children. An investigation of the teachers' personal and professional learning transformations was carried out through a series of collaborative workshops based on deep self awareness and critical reflection by nurturing an open mind, heart and will. Shier's (2001) Pathways to Participation model was used to guide the teachers' processes of consultation and participation with children in their classes. Informed by critical theory, participatory action research created a collaborative learning approach; 'working with' rather than 'doing to' the participants. The thesis reports the teachers' involvement with thematic data analysis and the creative evaluations which resulted in the development of 9 Steps of Reflection which proved useful in supporting participation through critical reflection. The teachers' engagement with critical reflection promoted deeper understanding and ownership of knowledge which empowered them to make informed judgements about participation. The thesis concludes by considering the sustainability of transformative participatory practice through a process of critical reflection (in particular the 9 Reflective Steps that emerged as part of the reflective process), and implications for future practice.