This paper focuses on child-initiated pedagogy that is based on the
process of co-construction of learning experiences between children,
adults and the environment, being part of longitudinal research project
that analyses child-initiated pedagogies in formal early years settings
with 3–6-year-old children. Drawing on an ethnographic approach this
paper explores children's own views of the relationships between their
own and adults' decisions. Twenty-four participating teachers, in 14
different early years settings in three countries (Finland, Estonia and
England) used interviews with puppets and video methodologies to
document children's views on how decisions are reached, what kinds of
things are decided, and who decides. The data suggest that children
embrace the feel of control. They also acknowledge, at a level, acting
and taking control within boundaries. Given an opportunity, the children
are skilful in sharing the responsibility of control with peers and
adults.