The funds of knowledge framework promotes connecting community contexts with curriculum aimed to activate children's prior knowledge. Typically, teachers determine what knowledge sources harmonise best with their existing programming, potentially omitting particular resources that may not align. Young children, on the other hand, can act as agents when integrating knowledge for themselves into play. This article explores how children mediated their cultural knowledge into dramatic play and what factors were key to empowering children to naturally incorporate funds of knowledge across contexts. Grounded in critical sociocultural theory, findings reveal that children use mediation as a form of power and agency to act as experts in their learning experiences and interactions with others. Early childhood educators must design a classroom space that is consistent and promotes social interactions, establish relationships with and amongst children, support the co-construction of new understandings of the world, and recognise and honour all sources of knowledge. (author abstract)