Postmodernist approach regards the child as an important and equal participant in creating the environment in which he/she lives. One of the key areas of rights of participation contained in the Convention on the Rights of the Child (1989) is the right of a child to actively participate in his / her regional / national / world environment that prepares him/her for an active citizen in the future. In other words, according to the Convention, the child has the right to freely express his/her views on all matters pertaining to him. How much children experience their rights in educational institutions, or are they mostly on a declarative level, is a question that increasingly concerns the politics and practice of early and pre-school education and education in the contemporary world. Thus, the very concept of child participation has become a topic of much talk and is often highlighted in educational practice, while on the other hand many books emphasize the lack of child participation in research with children in educational institutions. Ethnographic records and reflexive practices help educators in discovering a child's perspective, which is crucial to understanding the child as a co-creator in the creation and design of a space-based material environment, thus ensuring the child's right to express and respect his/her attitudes. Therefore, the purpose of this paper is to raise awareness of the importance and the right of the child to decide on all matters of importance to his / her life and to create the space in which he / she is living daily. The paper presents an action research with elements of the ethnographic approach to increase the participation of children in creating a living space in an educational institution, that means increasing the right to making decisions about the issues related to them, in this case about creating a living space in an educational institution. Four educational groups of two to four- year olds and their four educators were involved in the research. Accordingly, the reflexive practice of the educator is followed in the course of the research itself with the aim of inspecting the educator's image of the child.