Abstract
In this chapter, we explore the way in which the emotional dimensions of learning for an autistic child, Tama, are key to understanding his experiences in an early childhood setting. We use Axel Honneth's notions of love, rights and solidarity to assess the relational nature of Tama's participation. Too often, teachers do not give sufficient regard to the affective elements of children's learning and instead emphasise knowledge, skills or attitudes. The vignettes provided highlight why children understand participation and inclusion through play as being about fun, free choice and friends, things that should be available to all children as of right.