Ways of listening to children: children’s voice in a nursery school setting

In recent years, there has been increasing interest in children’s experiences and perspectives of their own lives. Researching with children involves actively listening to their voices and validating their stories; working with young children can open spaces for meaningful, respectful, and inclusive engagements in learning in both formal and non-formal education settings. Children are no longer viewed primarily as becomings, but as beings, whose ideas, experiences, choices and relationships are interesting in their own right. Children, like adults, are “social agents”, who make sense of their experiences. This paper discusses the multi‐level several approaches regarding the assessment of children’s metaphorically termed “listening to children’s voices”, adopting Mortimer and Gallow (2007) method. In this study, children were provided with various experiences and then were provided with the chance to describe their opinion through different ways. The need to understand children’s views in early years setting has been addressed in this study and the strong influence of such an activity in children’s learning has also been identified. This study also presents an empirical study conducted in an early years setting which emphasised on different methods through children’s perspectives could be heard.