The capacity to be active citizens, to make decisions about one’s life and be responsible for them doesn’t appear at once when children become adults. Just informedness about one’s rights is not enough for democratic competence (Burger, 2017). Teacher-children partnership in co-construction of students’ education is a way to develop this capacity from early childhood. Participatory practice is one of the current key aspects of high-quality education throughout different countries. Democratic citizenship competencies including participation must be fostered not only at school, but also in preschool (Casey et al., 2019). Even small children must be listened to, their rights must be respected - this is the basis for development of democracy and participation (Lansdown et al., 2014). First, children need to percieve non-discrimination, feel themselves in safety and a person of trust must be available (Burger, 2017). Toddlers and preschoolers can influence on different issues about their learning and routines in their classrooms, when the quality of adult-child interaction is like that.

But preschool teachers often value the concept of participation but don’t consider early-year children as decision-makers (Sandberg, Eriksson, 2010; Brostrom et al., 2015; Correia et al., 2019) or just declare chidrens’ right to co-construct their education without implementing it into teaching practice (Church, Bateman, 2019).

Participation is a complex concept that includes different levels: from assignment and consulting with children to child-initiated, shared-with-adults decision-making (Hart, 2008; Day et al., 2015). The gap is likely caused by incertain or wide interpretation of the concept. This problem makes it difficult to foster provisions for participation in ECE centers, although this aspect of preschool education needs ECE system improvement and first of all in teacher-child interaction (Lansdown et al., 2014). Redesign of child image (the shift to his/her agent position) may lead to rethinking of research methods, development of participatory methods and research with children (Palaiologou, 2014).

But still there is a lack of studies about children’s own perspective on participation in kindergarten (Correia et al., 2019). Children are experts on their lives and adults need to learn the ways to understand children’s competences (Norozi & Moen, 2016; Sheridan, Pramling-Samuelsson, 2001). Child perspective should be taken into account without distortion and misinterpretation, that’s why researchers and practitioners need relevant ethical methods that can help them to treat children as co-researchers which are capable of expressing their perspective (Palaiologou, 2014).

Another important issue in the field of fostering participation is assessment of conditions for participation in kindergartens. There is a lack of completely relevant instruments which assess conditions for participation in all aspects and focus on the main criteria “involving into decision-making”. It’s necessary to elaborate methods and tools to evaluate the complex of conditions for participation in kindergartens and help teachers to improve their practice (Lansdown et al., 2014).

In the study we consider decision-making as a main criterion of real participation (Day et al., 2015; Lansdown et al., 2014). We argue with сriterion extension and account active and voluntary participation in different activities just as preconditions for participation. Our study might impact the European framework of investigation in children’s perspective on their participation in kindergartens (Sheridan, Pramling-Samuelsson, 2001; Correia et al., 2019). Children's perspective as a research focus is one of the drivers of children’s rights support (Kjørholt, Moss & Clark, 2005).

The paper aims to present an empirical study in preschool classes, the main research questions what children's perspective on decision-making in kindergartens is.

This is the mixed-method study that includes the qualitative analyses of the interviews and quantitative analyses of differences in quality of conditions for participation (in this paper only the qualitative part of the study is presented). Mosaic approach (Clark, Kjørholt & Moss, 2005) was used for elaboration of the interview procedure that included open questions and commenting on pictures of different activities and routines in preschool classrooms. Interview included 9 open-ended questions inspired by the study of S. Sheridan and I. Pramling-Samuelsson (2001) and 8 pictures for commenting. Pilot-testing and subsequent revision of the wordings and the whole procedure was conducted during the preparatory stage. The environment rating scale to assess conditions for participation in preschool classrooms was elaborated and validated for this study (the “Provisions for child participation” scale, PCP). The concept of participation is reflected through space, materials, interaction, and curriculum structure. The scale helps to focus on basic conditions for emerging participation (“voice of child”, etc.), and conditions for decision-making. PSP has 3 items and 58 indicators (observed situations), systemized on four levels of quality. The study is rooted by the concept of “research with children” (Kellett 2010). Eight preschool classrooms of four Russian kindergartens participated, 10 children were randomly selected from the list in each class. The total sample included 75 preschoolers of 5-7 years (mean value of age is 6 y. 5 mon.), 30 boys and 45 girls. Children were interviewed about their perspective on participation in decision-making in their class during the day: what does it mean, in which situations he/she can suggest ideas which can be implemented, can decide something him/herself or with the adult, etc. The children’s answers were recorded and transcribed. At the second stage the classrooms (n=8) were observed with PSP. The mean total score is 3.8, min=1.7, max=5 (Md=3.3, sd=1.1). Informed consent was gained from the participant’s parents, but children also consented for themselves. The aim of the study was presented to the children in words they can understand. Each participant had the opportunity to name him/herself as he/she wanted (real name or pseudonym). Every child could withdraw at any time. Before the interview the researchers ensured that there was no potential harm to children or imbalance that might have a negative effect on their lives. Children were given feedback after the data analysis.

Qualitative interview analysis displays that children’s perspectives on participation differ. Understanding of the concept: 20% of respondents don’t know what does it mean, 10.7% have experience of false participation (such as “listen and do what someone says”), only a few children connect it with math tasks (4%), 65.3% have experience when they can think/do some alternative or open task or implement his/her own idea (“choice” - 13.3%; “think/discuss” - 32%; “act” - 20%). Who decides in the classroom: most of the answers are about kindergarten staff - 64%, 5.3% recognize him/herself as a decision-maker, the rest consider other children or nobody to be such a person. What decisions children can make themselves: 16% of respondents don't recognize such situations or clearly reflect that they don’t have such opportunity, 42.7% respond that they make decisions about free time, 6.7% in routines, other respondents don’t give clear answers. It coincides with the results of the Swedish study with similar design (Sheridan, Pramling Samuelson, 2001). Where children more often can decide: 57.3% recognize home as such a place, 9.3% - both (in classroom and at home), 8% - in kindergarten, the rest don’t have such regular experience. The children’s intention about activities where they can decide (picture test): 36% of respondents want to make decisions in whole-group activity, 18.7% in personal care routines (nap or meal), just a few children refuse to be decision-makers. The results might distinguish that the key aspects of preschool curriculum have primarily teacher-lead activities and don't give children the experience of influence on what is happening in the classroom. The perspective of our research is to analyze if the quality of conditions for participation in the classroom influences on children’s perspective and children’s understanding of their rights to make meaningful decisions concerning their life.

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