Participatory children’s rights are stated in the Convention on the Rights of the Child (UN, 1989) and include articles by which the child is granted to actively participate in the environment and preparation for active citizenship in the future, and pertain to the right to observe the opinion of the child, freedom of expression, religious freedoms, freedom to socialise, right to privacy, and the right to acquire information from different sources. Participatory children’s rights reflect the basic concept of understanding the child as a subject with rights and individual specificities, and not only as the beneficiary of the protection of adults. Participatory children’s rights give power to the child, and adults are not always ready to share power with children. In a participative relationship within the context of an institution for early and preschool education three sides are visible: the child, the parent and the educator. The goal of this research was to explore the perception of participatory rights by the children, educators and parents in order to acquire an insight into the way the adults see children and what is the practice of their everyday interactions with children regarding the participation of the child, as well as the characteristics of cooperative relationships and realisation of participatory rights from the perspective of the child. The paper provides a display of research results conducted by the method of a focus group among educators and parents, as well as an open interview with children on the relevance and perception of participatory rights in an institution for early and preschool education and care. Shier’s model of child’s participation is used in this paper as a tool for selfevaluation of commitment to participation of practitioners and of the organisation as a whole.