Quality, teaching and assessment in early childhood are often steeped in developmental logic and narrow understandings of teaching and learning. Pedagogy situated in agency and complexity disrupts these taken-for-granted narratives and offers multiple ways of teaching, learning and doing. In this article, the authors offer an example of these pedagogies through daily plans. Daily plans are a process of mark-making, deep listening and engagement with children's theories of their everyday worlds. Further, they illustrate a reciprocal relationship between child and teacher, co-participating in learning and teaching. Through daily plans, children engage as capable, pedagogical intentions are made visible, and the complexity of teaching and learning is realized.