This study explores the concept of children’s perception toward activities. The study took place at a nursery setting in Hull in the UK. The paper begins by explaining the meaning of children’s voices, and the many ways to tune to these voices which can lead to production of desirable outcomes for children in general. It then goes on to clarify the various ways to communicate with children that allows for their participation and free expression of children’s opinions, feelings etc. After that, the Early Years’ Foundation Stage (EYFS) which is the framework for early years practice in the United Kingdom is explored to find out what extent the idea of tuning to children’s voices is supported, and ways it could be applied in their learning and in particular, ways by which children could be included in the evaluation of activities provided for them. Next, the study presents the project carried out in a nursery setting in Hull city which involved developing a method of gathering children’s perceptions about some of the activities which are provided for them during the day. Finally, I draw on some activities to allow children share their feelings, opinions, and responses to ascertain their preferences for activities. It is suggested that this is within children’s rights as stipulated by the EYFS and proper consideration of children’s voices by practitioners will provide them with the opportunity to participate in the evaluation of activities which could lead to desirable outcomes.
