Bourdieu's thinking tool of habitus is helpful for understanding the relationship between the individual and the environment. Although habitus is often seen as something that an individual acquires in early life and is 'stuck with,' there are opportunities to develop a secondary habitus. Explicit pedagogy is a key factor in assisting individuals to develop a secondary habitus and to recognise and utilise affordances within the environment. Using the example of a parent and her involvement at a kindergarten, this paper highlights the role of the teacher in providing explicit pedagogy to assist in the development of a secondary habitus. The paper outlines a framework of four levels of strength of affordance identified as necessary for the transformation of habitus and argues that explicit pedagogy is best provided in informal situations and through strong, respectful relationships between teachers and families.