Through Their Eyes: Children’s Perspectives on Quality in Early Childhood Education

Abstract

The quality of children’s early childhood education (ECE) experiences significantly impacts their long-term outcomes and wellbeing. While extensive research has explored quality from the perspectives of adult stakeholders, including educators and authorities, there remains a paucity of studies prioritizing the viewpoint of children, the main beneficiaries of ECE. This study sought to address this gap by investigating children’s preschool experiences at an Australian inner-city preschool center. Using child-friendly interview techniques, researchers engaged 32 children aged 3–4 years in discussions about their likes, dislikes, and desired changes in their preschool settings. Open-ended questions such as “What do you love about preschool?” and “What do you think makes a good preschool?” were used to encourage reflection and storytelling. To complement verbal responses, children were invited to illustrate their thoughts through drawings, offering a visual dimension to their perspectives. Deductive thematic analysis identified eight themes within the dimensions of structural and process quality. The findings highlight the unique and insightful ways young children interpret their experiences, shedding light on aspects of preschool life they value most. By amplifying children’s voices, this study highlights the importance of integrating their perspectives into the design and evaluation of ECE environments, promoting practices that better align with their needs and support their wellbeing.

1. Introduction

Quality early childhood education helps children succeed in life. Children’s social, emotional, and learning outcomes are enhanced with high-quality experiences and educator–child interactions (Eadie et al., 2022; Howard et al., 2018; Phillips & Shonkoff, 2000). ECE plays a crucial role in bridging the gap in outcomes between advantaged and disadvantaged children, a gap that starts long before children enter school (O’Connell et al., 2016). The importance of improving quality in ECE has gained visibility in Australian early childhood education policy agendas over the last decade. The National Early Childhood Development Strategy (Commonwealth of Australia, 2009) was an initial response demonstrating the government’s policy focus on quality. The concept of quality became part of a contemporary ECE rhetoric, policy and practice, fueled further by the implementation of the National Quality Standard (NQS) (Australian Children’s Education and Care Quality Authority [ACECQA], 2018) and the related national guideline, the Early Years Learning Framework V2 (EYLF) (AGDE, 2022), that underpins learning in the years prior to schooling. Raising and sustaining high-quality ECE has become a key focus area for key stakeholders, governments, and educators. This article argues that children’s voices should be included in defining quality early childhood education and highlights their unique perspectives as the main beneficiaries.

1.1. Why Is Quality Important in ECE?

Quality experiences in ECE services positively impact children’s development. Early education helps children develop skills linked to better cognitive, communication, and social-emotional development (Cloney et al., 2015; Krieg et al., 2015; Torii et al., 2017). Quality early education reduces developmental gaps and improves educational opportunities (Cloney et al., 2015).

Early childhood interventions lead to better long-term results, such as higher education levels, better economic and social participation, less involvement in crime, and improved family wellbeing (Manning et al., 2019; Schweinhart et al., 2005). For example, drawing on neuroscience, the Organisation for Economic Co-Operation and Development (OECD, 2022, 2024) highlights the critical development that occurs in the early years. When the overall quality and effectiveness of ECE is increased, improvements in children’s long-term outcomes result, providing economic benefits (Organisation for Economic Co-Operation and Development [OECD], 2022). The positive effects on children’s development and outcomes were particularly impactful for those children facing vulnerabilities of disadvantage (Gialamas et al., 2014, 2015). In short, early investment yields long-term gains. Despite the evidence clearly showing the importance of high-quality experiences for children in the early years, too many children are missing out, particularly at-risk children who face disadvantage (Torii et al., 2017). Children who attend services rated as ‘exceeding’ the national quality standard (or above) had consistently lower rates of developmental vulnerability than children in services rated ‘working towards’ the national quality standard or ‘significant improvement’ required (Rankin et al., 2024). Low-quality childcare significantly hinders the language and cognitive development of children living in disadvantaged conditions (Melhuish et al., 2016). Since high-quality early childhood education is crucial for children’s development, it is important to include everyone’s views on quality to make sure all children, especially those facing disadvantage, experience quality ECE.

1.2. What Is Quality in ECE? A Contested Space Dominated by Adult Stakeholders

While it is agreed that quality ECE is critical, no universal definition of quality exists. What counts as quality in early education has been re-contextualized, reconstructed, and is constantly under review (Eadie et al., 2022). The characteristics of what determines quality differ, and there are discrepancies between policy intentions and actual practices (Penn, 2011). The concept of quality in ECE is fluid and contested, shaped by shifting contexts, varied perspectives, and gaps between policy and practice.

Quality in ECE has been broadly categorized into structural and process quality (Dowsett et al., 2008; Mashburn, 2008; Vandell & Wolfe, 2000). More recently, a third domain of quality focuses on systems. System quality encompasses factors such as governance, regulatory benchmarks, and the extent of investment in services and programs (Eadie et al., 2022; Torii et al., 2017). The Infant–Toddler Environment Rating Scale-Revised (ITERS-R) and the Early Childhood Environment Rating Scale-Revised (ECERS-R) (Harms et al., 1998, 2003) have provided a comprehensive appraisal of structural and process aspects, including activities, interactions, and physical settings. Structural aspects of quality are easily measurable, including ratios, qualifications, and group size, and they have been a feature of much of the research into quality (Whitebook et al., 1989). That children have been largely excluded from the debate about quality may be due to an emphasis on structural quality.

Process quality refers to relationships, interactions, and engagement (Eadie et al., 2022). Process factors rely on educator skills and practices, and these are crucial to the quality of the learning environment and children’s outcomes (Ha et al., 2024; Sheridan & Pramling Samuelsson, 2009). High-quality programs are inclusive and responsive in their delivery of curricula, planning, pedagogies, and assessment strategies, and, in turn, foster access and engagement in ECE (Cohrssen et al., 2023). Quality relationships in formal ECE are crucial in narrowing developmental gaps. The impact of higher quality childcare through strong relationships with caregivers on children’s cognitive and behavioral development at school entry is more significant for children living in disadvantage (Gialamas et al., 2014, 2015). Inclusive and responsive learning environments are especially beneficial for fostering children’s development.

Eadie et al.’s (2022) systematic review on quality in ECE found that most research spotlights structural quality, including professional development and support. Although structural elements remain important, attention has turned to children’s interactional experiences with peers, educators, and resources as key elements of process quality (Eadie et al., 2022; Ha et al., 2024). Using the Classroom Assessment Scoring System (CLASS), Melhuish et al. (2016) found that when children are involved in extended conversations, they have greater gains across developmental domains. For example, teachers who engage in sustained shared thinking with children enhance their wellbeing (Howard et al., 2018). To better understand the quality of early childhood education, it is important to gather insights directly from the children themselves.

The strengths and limitations of current measures of quality have long been under debate. Typically, it is adult stakeholders who are consulted regarding what is quality and quality assurance regulation. A study by the Australian Community Children’s Services (2021) highlighted key factors contributing to quality ECE. These included better-qualified educators, competitive wages, increased professional development, and improved staff retention. Harrison et al.’s (2019) mixed-methods study on quality improvement investigated internal methods of quality improvement within educational programs and practice, and governance and leadership aspects of ECE in Australia. The study found that meaningful engagement with national assessment and rating procedures was useful for achieving continuous quality improvement. Brownlee et al. (2009) investigated the beliefs and actions of ECE educators and directors using semi-structured interviews and observations of interactions (Brownlee et al., 2009). They identified that the educators and directors focused on the importance of individualization of care and programming for development, while the directors also identified parent interactions and programming for learning as important factors of quality. These studies provide useful insights into how regulations affect quality and the important role authorities have in ensuring compliance and improving quality. Ishimine et al. (2010) emphasized the need for improved methods to assess ECE quality, advocating for evaluations that go beyond merely meeting basic standards. Engaging stakeholders in conversations is essential to reach a consensus on the characteristics of quality (Cohrssen et al., 2023). When ECE educators, primary caregivers, regulators, researchers, and policymakers collaborate, accountability for quality is shared across the sector (Cohrssen et al., 2023). While children are a central focus of planning; however, their views are not typically considered in proposed future frameworks, which leads to an incomplete picture.

1.3. Increasing Quality ECE

Increasing quality is linked to ensuring quality teaching and learning, and improving access for children. Quality ECE factors include effective recruitment (Valentine & Thomson, 2009), comprehensive teacher training and qualifications (Manning et al., 2019), teacher wellbeing and feeling supported (Cumming et al., 2021), and ongoing professional development (Hansen & Ringsmose, 2023; Melhuish et al., 2016). Qualified educators influence the quality of early education. A meta-analytic review by Manning et al. (2019) examined the correlation between teacher qualifications and the quality of ECE environments. Results showed that higher teacher qualifications are significantly correlated with higher quality ECE environments and program structure, specifically children’s language and reasoning.

ECE workforce shortages are highlighted nationally and internationally, and this further impacts the quality of ECE provision. For example, Fenech et al. (2021) investigated the recruitment, retention, and wellbeing of early childhood teachers in Australia. They found that a well-qualified, well-paid, stable workforce with high psychological and emotional wellbeing is critical to the provision of quality early childhood education and care. These findings highlight the need for further research, particularly large-scale longitudinal studies, to investigate factors influencing the attraction, retention, and sustainability of early childhood teachers and how these factors impact teacher quality.

1.4. Incorporating Children’s Perspectives on Quality ECE

The diverse factors influencing ECE quality accentuate the importance of considering the perspectives and contexts of all stakeholders. As the main users of early childhood education, children’s voices must be heard in a space dominated by adult stakeholders. Most studies focused on quality seek educator or parent views on children’s participation. For example, Gialamas et al. (2014, 2015) investigated whether higher quality childcare was linked to better developmental outcomes at school entry, particularly for children from lower-income families compared to those from higher-income families. The study used data from the Longitudinal Study of Australian Children (Sanson et al., 2002), focusing on children aged 2–3 years who attended ECE (sample size ranged from 980 to 1187). The impact of higher-quality ECE, particularly through strong relationships with caregivers, on children’s cognitive and behavioral development at school entry was more significant for children from lower-income families. When educators combine explicit teaching of skills and concepts with sensitive and warm, play-based interactions, they have the most impact (Torii et al., 2017). However, there has been little investigation of what counts as quality from a child’s perspective.

Children’s voices are increasingly being emphasized in early childhood research and policy, driven by the United Nations Convention on the Rights of the Child (UNCRC) (United Nations, 1989). Although children are the primary beneficiaries of ECE, there are questions about whether they can be reliable participants in research studies. Quality may not be a term that children are familiar with. When appropriate child-friendly methods are used; however, children’s input can be meaningful (Danby et al., 2011; Eder & Fingerson, 2003; Einarsdóttir, 2014). This article brings children’s voices to the forefront by capturing their thoughts on what they love and dislike about preschool, and their vision of what makes a ‘good’ preschool. The findings present the perspective of a key stakeholder previously overlooked in debates over what constitutes quality in ECE.

2. Materials and Methods

This paper reports on one aspect of a larger study that explored ‘quality’ within a prominent ECE provider in Australia. The aim of the overall study was to assess the key aspects of how the organization relates to quality to underpin planning for the future of the organization. It used a mixed-method approach, incorporating statewide online surveys of educators and parents, interviews and time diaries with senior management and center directors, and child-friendly interviews with children. The current study focuses solely on the child-friendly interviews.

2.1. Early Childhood Education in Australia

ECE encompasses a range of services designed to support the development and learning of children from birth to compulsory school age. In Queensland, children aged 3–4 years who are enrolled in ECE in the year prior to compulsory schooling attend programs commonly referred to as “kindergarten” or “kindy”. The structure of these programs includes both sessional programs, which are typically offered during school hours each term, and long-daycare services that integrate kindergarten programs within extended hours of care.

While the term “kindergarten” is locally used, the internationally recognized term “preschool” is used in this paper to represent these ECE services. By acknowledging the different terminologies used locally and internationally, this paper aims to provide clarity and consistency in the discussion of quality in ECE services for this age group.

2.2. Setting and Participants

As part of a larger study, children at an inner-city preschool were invited to participate in a child-friendly interview. The center was selected due to its high assessment rating from the National Quality Standard (NQS) (Australian Children’s Education & Care Quality Authority [ACECQA], 2018) for Australia. In total, 32 children aged 3–4 years participated.

2.3. Data Collection

Data were collected in interviews with children. The interviews occurred at a dedicated table just outside the preschool room in full view of the director of the center and were audio-recorded. Each session ranged from 15 to 40 min. This variation reflected the differing levels of engagement, communication styles, and comfort among the children. The researchers made the research interviews as child friendly as possible to encourage children to share their views freely.

One of the researchers had previously visited the center and was known to some of the children. The researchers talked with children in pairs following recommendations by Danby et al. (2011). The decision to talk with the children in pairs was to reduce the inevitable power imbalance between adults and children, as children can “outnumber” the adults and feel more at ease (Eder & Fingerson, 2003, p. 35).

Given that quality is a term difficult to define, researchers invited children to reflect on what they liked about their experiences at preschool (kindy), such as, “What do you love about kindy…What do you not like about kindy… What would you change about kindy…what do you think makes a good kindy?”. The interview questions, centered on children’s preferences and ideas of ‘good’, were designed to explore the abstract concept of quality in a developmentally appropriate way. Although young children may not be explicitly aware of the formal constructs of structural and process quality, their lived experiences as participants in preschool environments can offer valuable insights into these dimensions. The audio-recorded conversations were transcribed verbatim, and pseudonyms were applied at the time of transcription.

In addition to verbal responses, drawing tools were made available to support children’s engagement and expression (Clark, 2017). The drawings often served as prompts for further discussion, helping to deepen the children’s reflections and clarify their perspectives. The drawings were not formally analyzed; however, they were used to create a digital story that visually represented the children’s contributions and supported the narrative dimension of the research. This multimodal approach ensured that children had multiple avenues to express their views, beyond immediate or surface-level responses. These approaches aligned with child-centered research practices to prioritize accessibility and relevance for young participants (Clark, 2017).

2.4. Theoretical Approach

This study is underpinned by a child-centered approach that recognizes children as competent, active participants in their own learning and as rights-holders with valid perspectives on their educational experiences (Theobald et al., 2011). Drawing on the principles of the UNCRC (United Nations, 1989), particularly Article 12, which affirms children’s right to express their views in matters affecting them, the study positioned children not merely as subjects of care but as co-constructors of meaning in their educational environments. Children’s narratives and drawings were understood not as objective reports but as meaning-making acts shaped by their experiences, developmental stages, and social contexts (Danby et al., 2011).

2.5. Analytic Approach

A two-phased process was conducted. Phase 1 involved summative content analysis (Hsieh & Shannon, 2005) to identify key descriptors from the children’s responses regarding their likes or dislikes about preschool. Once a set of descriptors was identified, the team worked through the transcripts to identify a set of categories associated with the descriptors. The last step was to quantify the number of times a response related to each category was identified by the children (Hsieh & Shannon, 2005).

Phase 2 involved deductive thematic analysis (Braun & Clarke, 2006, 2022) to identify key themes from the responses, informed by the categories identified in phase 1. Following the process of Braun and Clarke’s (2022), analysis included five phases including (1) become familiar with the data, (2) create initial codes, (3) identify themes, (4) revise themes, and (5) define themes. In this phase, two members of the research team read each interview transcript, coded, and then a set of preliminary themes was generated. These themes were further reviewed and refined according to the dimensions of structural or process constructs of quality, allowing for a nuanced understanding of how children perceive and value different aspects of their preschool experience.

3. Results

In Phase 1, a total of nine categories were identified from 88 responses provided by children in answer to questions about what they liked about preschool and what they believed made a preschool ‘good’ or essential.

3.1. Phase One Summative Content Analysis

Six of the categories related to what children liked were identified, and three categories related to what they disliked. These responses reinforce what experiences children value from their experiences at preschool.

When analyzing children’s preferences, considering what they enjoyed and what they disliked gives a balanced view. Responses to the question about what children did not like were minimal, with only 16 responses in total reported. Three categories of dislikes emerged, including toys and activities (eight responses), rest time (four responses), and disputes (four responses). See Figure 1 for an overview of the categories identified in phase one summative content analysis.

3.2. Phase 2 Deductive Thematic Analysis

In Phase 2, using a deductive thematic approach, the children’s responses were examined through the lens of established quality dimensions in ECE: structural and process. This analysis provides a nuanced understanding of how children perceive and experience quality in their everyday educational contexts.

3.2.1. Structural Quality

Analyses identified three key structural elements that shape their early learning experiences: toys and activities, which support engagement and creativity; the physical environment, which influences comfort and exploration; and daily routines, which provide predictability and a sense of security. These components collectively contributed to a stable and enriching early childhood setting.

Toys and Activities

Children’s comments in this theme identified the significance of offering engaging and varied play options to support children’s engagement and development. Children valued the variety and availability of toys and activities, specifically naming home corner, indoors, puzzles, and Lego.

	Extract 1:
	Researcher:	What do you like about kindy?
	Holly:	Drawing, parties, stories, and writing…And upstairs playing dress ups
		and cooking, playing with the toy food up there.

This extract reveals the need for a balanced and varied approach to play. Holly’s enjoyment of “drawing, parties, stories, and writing” highlights the importance of creative and literacy activities in early childhood education. These activities foster artistic expression and imagination and enhance fine motor skills and early literacy (Mashburn, 2008). By offering opportunities for creative expression, literacy development, and imaginative play, quality ECE supports children’s holistic development and wellbeing.

	Extract 2:
	Researcher:	What do you love about kindy?
	Sally:	Drawing.
	Researcher:	You love drawing?
		What sorts of things do you like to do when you’re drawing?
	Sally:	Whales…And starfishes.
	Researcher:	Whales and starfish.

Sally’s enthusiasm for drawing reflects the importance of accessible and stimulating materials within the ECE environment. Her ability to engage in creative expression through drawing whales and starfish suggests that the setting provides a variety of art resources that support individual interests. This aligns with structural quality, particularly the provision of diverse and developmentally appropriate activities that foster engagement, creativity, and learning.

Physical Environment

The physical environment was an aspect identified as important to children when discussing quality preschool. The children identified the outdoor space as providing opportunities for physical activity and exploration. Running was identified as a popular activity in the outdoor environment, and children mentioned where running was allowed and was not. Playground equipment, including slides and swings, and other items, was mentioned as important in the outdoor environment.

	Extract 3:
	Researcher:	What makes a really good kindy?
		What does every kindy have to have?
	Neil:	Outside
	Researcher:	What do you like to do there?
	Neil:	Go out there and play. Play baddies

Neil’s emphasis on the need for an “outside” area highlights the value children place on outdoor environments in preschool. Outdoor play provides children with opportunities for physical activity, which is crucial for their physical health and development (Kiviranta et al., 2024). Make believe games such as “baddies” allow children to engage in imaginative and cooperative play, fostering creativity, social skills, and learning how to regulate their emotions.

	Extract 4:
	Researcher:	If you were making a kindy, what would you make sure it had in order to make it really good, the best?
	Fran:	I would make sure it had shelves…and toys that the kids can play with.
	Researcher:	Which toys?
	Fran:	Like…toys…girls and boys would like.
	Researcher:	Can you think of any?
	Fran:	Flowers…for girls or baby boys and they’re for boy and girls even though it’s not like the color

Fran’s response highlights the importance of inclusive and engaging learning environments in quality early childhood education. Fran’s mention of shelves and toys reflects a child’s awareness of the need for organized, accessible resources that support engaging play and exploration. By emphasizing toys for both girls and boys, Fran acknowledges the importance of gender inclusivity, an essential aspect of creating respectful, equitable environments where all children feel represented and valued.

	Extract 5:
	Researcher:	What would a kindy have to have to make it a really good one?
	Ricky:	…Got it.
	Researcher:	What?
	Ricky:	It will need seats for the children and table for the children and a mat
	Researcher:	Why would it need a mat?
	Ricky:	So they can sit down on the mat and read a story….So they can sit on a chair and sit at the table.
	Researcher:	Is there anything else that makes a really good kindy?
	Ricky:	Yes, there is. Taps for the children.

Ricky’s response highlights the importance of the physical environment in early childhood education. His emphasis on essentials like seats, tables, a mat, and taps reflects a child’s understanding of what supports comfort, learning, and self-care. These elements align with quality ECE principles that prioritize safe, accessible, and well-resourced spaces where children can engage in group activities, independent learning, and daily routines. Ricky’s insights show how even young children can articulate the key elements of quality early childhood education.

Daily Routines

Another identified theme related to structural quality was daily routines. Children expressed their dislike for the mandatory nature of the sleep time routine, voicing concerns about the lack of choice in whether or not they could rest.

	Extract 6:
	Researcher:	Is there anything you don’t like?
	Nick:	When resting
	Researcher:	Rest time… Why not?
	Nick:	Because you have to just lie down so much.

This account highlights children’s preferences regarding routine times. Nick’s dislike of rest time implies the need for flexibility and responsiveness in ECE programs. The challenge for educators is to balance activities that attend to physical wellbeing and development, with activities that cater to children’s energy levels and interests (Thorpe et al., 2020).

Routines, such as having lunch and regular activities, such as drawing and reading stories, were identified as important to children. The research setting provided food for the children, and this was perhaps a reason that food was commented on. Children commented, “I like kindy for cake”, and they liked “the parties and food”.

	Extract 7:
	Researcher:	What do you love about kindy?
	Raj:	Doing drawings. Having lunch. Reading stories.

Raj’s reflections revealed his enjoyment of familiar routines and creative play. These aspects reflect core EYLF principles, supporting children’s wellbeing, confidence, and communication (AGDE, 2022).

3.2.2. Process Quality

Analyses of children’s reflections revealed rich insights into the relational and experiential aspects of their early learning environments. This section explores five key themes that were identified: learning and engagement, peer relationships and social play, educator-child interactions, emotional safety and wellbeing, and autonomy and expression. These themes highlight the importance of meaningful interactions, emotional support, and opportunities for active participation in shaping high-quality early years experiences.

Learning and Engagement

Responses that aligned with learning and engagement were identified as important by the children. Children’s responses in this category referred to trying new activities, learning about new ideas, or experimenting with an art activity that they had not performed before.

	Extract 8:
	Researcher:	Tell me, what do you love about kindy
	Dominic:	Learning
	Researcher:	Learning? What do you like to learn about?
	Dominic:	I love to learn about maybe anything
	Researcher:	What have you learnt today?
	Dominic:	About doctors
		… (missing talk)
	Researcher:	So what did you learn?
		…
	Dominic:	It was about the heart
	Researcher:	What can you tell me about the heart?
	Dominic:	The heart keeps the oxygen in the blood.

Dominic’s enthusiasm and ability to articulate his learning highlight the value of fostering curiosity and a love for learning, and these are key indicators of quality in ECE (O’Connell et al., 2016). His engagement with complex ideas demonstrates how meaningful, child-led experiences can support cognitive development and deeper understanding, aligning with process quality dimensions such as learning and engagement.

	Extract 9:
	Researcher:	What else do you love about kindy?
	Rose:	When the teacher puts up fun things to do and when they put out new
		things that I can try that I’ve never tried before

Similarly, this response identifies the value of offering engaging and varied activities in early childhood settings, which support children’s wellbeing and development (AGDE, 2022). Rose’s excitement about “fun things to do” and “new things to try” highlights how a variety of activities can help maintain children’s interest and enthusiasm for learning, which is supported by evidence from motivation and achievement studies, suggesting positive emotional engagement, such as excitement, can drive deeper learning and persistence (Vu et al., 2022).

The significance of food in children’s responses indicated that mealtimes are not just about nutrition but also about engagement and enjoyment.

	Extract 10:
	Haffie:	I actually like something else…trying new things… my favorite food is
		banana and strawberries

Haffie’s enthusiasm for “trying new things” is in response to being invited to try a range of activities. Quality ECE programs recognize the significance of offering new experiences that cater to children’s curiosity and developmental needs, fostering cognitive growth and a love for learning (Zosh et al., 2022).

Peer Relationships and Social Play

Peer relationships featured prominently in children’s responses when asked about their favorite aspects of preschool. The children mentioned playing games with specific friends and the joy of making new friends. Children identified turn-taking and sharing as meaningful parts of their preschool experience, highlighting the importance of cooperation and social interaction.

	Extract 11:
	Researcher:	What do you think makes a really really good kindy?
	Jerry:	To make new friends. I’ve already made three new friends.
		I’ve made another friend today.
	Researcher:	How did you do that?
	Jerry:	I just did. A long time ago I made another friend
		and he is now—so now he is five-year-old.
		Before that he was four years old, four and a half.

This child’s response provides a glimpse into the importance children place on social dynamics. Jerry highlights that friends are a significant aspect of his experience, and a key element of a positive preschool environment. Jerry’s simple explanation, “I just did”, suggests that making friends came naturally to him. Jerry’s mention of his friend’s age indicates the longevity of friendship even at a young age.

	Extract 12:
	Researcher:	I’m with Jo and Jo is going to tell me what he loves about kindy
	Jo:	I love about kindy because I play with my four best friends, Brian David, Hugo, Mick, Bob
	Researcher:	Five. Five best friends. What do you play?
	Jo:	I play with them and some other people play with me
		and then we have to play good so they stay together then,
		playing outside, playing knights and baddies, dinosaurs with my five best friends. … Then I like to have fun with all my other friends.

Jo’s excitement about playing with his “four best friends” identifies the importance of social play and close peer relationships in preschool. His imaginative games like “knights and baddies” and “playing dinosaurs” support his cognitive and social development (Hemmeter et al., 2006; Ishimine et al., 2010). His comment, “play good so they stay together,” reflects an understanding of positive social interactions in maintaining friendships (Corsaro, 2003; Theobald, 2022). Jo’s enjoyment of playing with “all my other friends” also shows that broader social engagement and inclusivity are valued.

	Extract 13:
	Researcher:	What do you love about kindy?
	Giselle:	I love about kindy toys and also sharing
	Researcher:	Sharing?
	Giselle:	And also playing nicely
	Researcher:	How do you play nicely?
	Giselle:	I can just go up to someone like this. I can just say, you can have that if you want a turn.
	Researcher:	So that’s like sharing isn’t it and you said that you liked sharing at kindy. Is there anything else you would like to tell us about what you love at kindy?
	Giselle:	Yes because I just—when somebody says, I want a turn then I just give it to them.

This child’s account highlights the social nature of ECE and the benefits of social expectations demonstrated by the willingness to offer turns to others. Referring to “playing nicely”, Giselle indicates an awareness of appropriate social actions and a sense of responsibility to others. This response highlights the role of sharing and positive interactions in creating a supportive and collaborative kindergarten environment as promoted in the curriculum documents that underpin ECE in Australia (AGDE, 2022).

Emotional Safety and Wellbeing

Overlapping with peer relationships and social play, the theme of safety and wellbeing also emerged. Children identified disputes and negative social interactions as challenging aspects of their preschool experience.

	Extract 14:
	Researcher:	So what do you not like about kindy, Brad?
	Brad:	When sometimes Sam annoys me
	Researcher:	What sort of things do they do when people annoy you?
	Brad:	Sometimes he punches me, but the teacher says no
	Researcher:	Is there anything else you don’t like about kindy?
	Brad:	Yes someone kicking me and when I jump off onto the mat in the
		playground and someone jumps when I’m on the mat.

In this extract, Brad reports on times when he is annoyed, punched, and kicked by his peers in the playground. He explains how the teacher helps in this instance. Educators play a crucial role in monitoring children’s play interactions. There can be a delicate balance between intervening when necessary, teaching appropriate ways to express their feelings, and letting children resolve conflicts (Theobald & Danby, 2012). Quality ECE programs prioritize children’s wellbeing by implementing policies and practices that promote positive behavior and prevent bullying or aggression (AGDE, 2022).

	Extract 15:
	Researcher:	What don’t you like about kindy?
	Chloe:	Mean kids
	Researcher:	What happens then? What do you do if someone’s mean?
	Chloe:	Try to make them feel happy not mean-not bully us
	Researcher:	How do you could do that?
	Chloe:	Say do you want to play with me and not bully me?

This extract highlights the importance of addressing bullying and promoting positive social interactions in preschool to support children’s wellbeing. Chloe’s experience with “mean kids” and her proactive approach to resolving conflicts, by trying to make them feel happy and inviting them to play, demonstrates children’s drive to be part of a group (Corsaro, 2003). When safe and respectful environments are promoted, children feel secure and valued, which enhances their overall wellbeing.

Educator-Child Interactions

Although there were fewer responses related to teachers, the quality of interactions with educators was identified as important to children’s preschool experience. Playful teachers were mentioned.

	Extract 16:
	Researcher:	What do you think makes a really good kindy, the best kindy?
	Violet:	Best teachers
	Researcher:	The best teachers. What makes a good teacher?
	Violet:	When they have fun with you
	Researcher:	What sort of teachers do you think a good kindy might have?
	Violet:	Kind teachers, playing teachers

In this extract, Violet’s emphasis on having the “best teachers” highlights the importance of the teacher’s impact on children’s experience and wellbeing. Her description of teachers who “have fun with you” identifies that engaging and playful interactions are effective attributes for teachers in ECE services. This view aligns with principles of quality ECE where teachers promote safe, supportive, and meaningful learning environments (AGDE, 2022).

Autonomy and Expression

Autonomy and expression were identified as important to the children. Autonomy is a child’s ability to make choices and take initiative, while expression refers to how they can communicate thoughts and feelings through verbal, non-verbal, and creative methods. essential for meaningful participation in learning.

	Extract 17:
	Researcher:	Is there anything you do not like about kindy?
	Imran:	Do draws
	Researcher:	Do you not like drawing?
	Imran:	Yes
	Researcher:	Is there anything else you don’t like about kindy
	Imran:	Playdough

This extract highlights the importance of recognizing and addressing individual preferences in ECE to support children’s wellbeing. Imran’s dislike for drawing and playdough activities suggests that not all children enjoy the same types of play and learning experiences.

	Extract 18:
	Researcher:	And is there anything don’t like about kindy?
	Benjamin:	I don’t I don’t like playing girl games
	Researcher:	What sorts of things do you think are girl games?
	Benjamin:	Aah princesses …aah that was all I didn’t want to do

This extract highlights importance of gender-neutral play and fostering an environment where children feel they have the autonomy to choose an activity to play without fear of judgment. Benjamin’s reluctance to engage in what he perceives as “girl games,” such as playing with princesses, emphasizes the need for educators to create an inclusive environment that challenges traditional gender stereotypes.

	Extract 19:
	Researcher:	If you could change anything about kindy what would it be?
	Sam:	I don’t think we can even saying stuff.
	Researcher:	You don’t think so?
	Sam:	No.

Sam’s response, “I don’t think we can even saying stuff,” suggests a perceived lack of agency or voice within the learning environment. This comment may reflect a feeling that children’s opinions are not actively sought or valued, which can impact their sense of autonomy. This view highlights the importance of creating inclusive environments where children feel empowered to express their ideas and actively participate in decisions that impact them (Danby & Farrell, 2004; Theobald et al., 2011).

4. Discussion

This study offers a unique and valuable perspective on the quality of ECE by amplifying the voices of children. Traditionally, the assessment of ECE quality has relied heavily on the viewpoints of educators and key bodies in authority. While these perspectives are crucial, they overlook the insights of the primary beneficiaries, children. By engaging children directly, this research provides a more holistic understanding of what constitutes a high-quality preschool experience.

The findings from this study revealed that children have clear and articulate views on what they enjoy, what they dislike, and what they believe makes a good preschool. The children’s perspectives highlighted the multifaceted nature of their experiences in ECE. Using the lens of structural and process quality domains, analyses identified that children’s perspectives closely aligned with these two areas commonly emphasized in the literature: structural and process quality. In contrast, system quality was largely absent from their views, likely due to its abstract and external nature.

4.1. Reflecting on Structural Quality

The identified themes from the children’s responses aligned with structural quality as they focused on matters related to structural assets, resources, or the environment. Their responses highlighted the importance of aspects of their settings, which adults need to take into consideration when considering quality.

Children identified that toys and activities were important to them at preschool and that they loved learning new things. The responses reflected children’s natural curiosity and desire for learning. Quality ECE programs recognize the value of introducing diverse and stimulating activities that are designed to enhance children’s curiosity, cognitive, and problem-solving skills (Zosh et al., 2022). This approach enhances children’s learning and sense of accomplishment regardless of gender.

The physical environment was another key aspect valued by the children. This study identified that outdoor spaces to run, and playground equipment including slides and swings, need to be considered when discussing quality was children’s perspectives. Outdoor learning fosters physical, emotional, social, and cognitive growth (Kiviranta et al., 2024). Quality ECE programs recognize the significance of play in promoting holistic development, ensuring that children have access to safe and stimulating outdoor spaces.

The daily routine of rest time, also aligned with structural quality, was disliked by the children. The scheduling of rest time in ECE has been under scrutiny in recent years. Rest time has a high correlation with rising measures of stress for children and educators, and child safety concerns (Thorpe et al., 2020). Recommended practices of rest time involve giving children a choice and provision of alternative quiet activities (Nothard et al., 2015). By offering alternative quiet activities or shorter rest periods, educators can ensure that rest time is a positive experience for all children, contributing to their wellbeing.

4.2. Refelcting on Process Quality

Children’s responses reflected key aspects of process quality, identified within the themes of learning and engagement, peer relationships and social play, emotional safety and wellbeing, educator-child interactions, and autonomy and expression. These were evident in their comments about peers, learning experiences, interpersonal disputes, and their relationships with teachers.

Peer relationships and social play were central to children’s preschool experience. By prioritizing play opportunities, educators and policymakers actively support the development of peer relationships, promote inclusivity, and foster holistic development in young children (Ishimine et al., 2010). Sharing and positive social interactions as key principles of quality ECE. The national curriculum for the years before school in Australia (AGDE, 2022) emphasizes the importance of children developing a sense of belonging, engaging in cooperative relationships, and actively seeking inclusion within their communities.

Emotional safety and wellbeing were important to young children. Quality ECEs provide safe social environments that promote respectful interactions, inclusion, and conflict resolution (Toumbourou et al., 2014). This approach enhances each child’s feelings of wellbeing while contributing to quality ECE, where all children can thrive, show concern for others, and engage in socially responsible actions. By promoting these principles, ECE services foster a nurturing and inclusive environment that supports their development and overall wellbeing (AGDE, 2022).

While the theme of daily routines was identified within structural quality, it is also significant in process quality. Children’s responses revealed that mealtimes encompass more than just nutritional value; they are also rich opportunities for social interaction and emotional comfort. During these moments, children learn to take turns in conversation, build trusting relationships with caregivers, and form meaningful connections with their peers (Willemsen et al., 2023).

The theme of educator–child interactions may also be considered within the domain of structural quality. However, when children spoke about their teachers, their focus was on the quality of interactions and social connections, rather than on structural elements such as teacher qualifications or ratios. These responses align more closely with process quality, highlighting the importance of relational and emotional aspects in ECE. Positive relationships with teachers can enhance children’s motivation, love of learning, and sense of security and belonging (AGDE, 2022).

The theme of autonomy and expression is reflected in quality ECE when children are given opportunities to make choices, express their ideas and emotions, and participate meaningfully in decisions that affect them. These practices reflect a rights-based approach, such as that outlined in the UNCRC (United Nations, 1989), and align with contemporary approaches that recognize children as active participants in their own learning (Theobald et al., 2011).

4.3. Limitations

This study offers insights into quality ECE from the perspectives of children as the main users of preschool. The study involved only 32 children from a single inner-city preschool in Australia. This small and specific sample was not representative of the broader population of preschool children, limiting the generalizability of the findings. Different cultural, socio-economic, or geographical contexts would produce different results and add to the conversation. The study focused on children aged 3–4 years. While focusing on this age group is important for ECE, the study did not account for the perspectives of children who are slightly older or younger, which may vary.

The children’s responses emerged from a co-constructed interaction. We found that most children were keen to share their ideas about what they liked and disliked with the researchers, and what a good preschool looks like. The children’s responses may have been influenced by the researchers’ presence in some way; however, they cannot be discounted.

The study captured children’s perspectives at a single point in time. A longitudinal study that explored how children’s perspectives on quality in ECE evolve over time would provide a more comprehensive understanding. When interpreting the study’s findings and considering their application to broader contexts, it is important to take these limitations into account.

4.4. Implications for ECE Practice

The insights gained from this study have implications for ECE, including the importance of adopting child-centered approaches and the need to maintain a balanced focus on both structural and process quality to support children’s active participation and learning.

Child-centered approaches: Regularly involving children in meaningful discussions about their experiences offers educators and policy makers valuable feedback for continuous improvement. Integrating their perspectives into the design and evaluation of ECE environments can lead to more responsive and effective practices (Ha et al., 2024). This approach ensures that the settings attend to children’s agency, competence (Danby & Farrell, 2004) and empower them to be active participants (Theobald et al., 2011) in their own education.

Balanced focus on structural and process quality: While structural elements like toys, activities, and the physical environment are important, the children’s responses remind educators and key authorities that equal attention should be given to process quality aspects such as relationships and learning opportunities. Quality ECE fosters creative, resilient, and capable learners (O’Connell et al., 2016). By acknowledging and accommodating individual preferences using a balanced approach, educators can create a more inclusive and enriching environment.

5. Conclusions

The findings emphasize the importance of integrating children’s voices into the discourse on ECE quality, ensuring that their experiences and insights inform the development of practices and policies. By prioritizing children’s perspectives, this study contributes to a more comprehensive understanding of quality in early childhood education. Ultimately, a 360-degree examination on quality, which includes children’s viewpoints, can lead to more effective and meaningful improvements in early childhood education, benefiting children’s long-term outcomes and wellbeing.