Making meaning: children’s perspectives expressed through drawings

The importance of listening to children’s perspectives has been emphasised in a wide range of recent research, using a variety of strategies. This paper explores the use of drawing as a strategy to engage with young children around the topic of starting school. It describes the approaches we have used, examines the benefits and challenges we have encountered and discusses implications of using drawings as a strategy for engaging with young children (aged 4–6 years) in research.