Background: This study is part of a larger research project that aims to develop a training proposal for a practicum with early childhood and primary future teachers based on practitioner inquiry and listening to children. For this purpose, starting from participatory methodologies of listening to children, future teachers inquire about topics such as school management, organisational aspects (time, space, etc.) or their own teaching role.

Aims: The aim of this paper is to analyse the methodologies and inquiry strategies used with children.

Method: Five early childhood and primary schools in Cantabria (Spain) have participated. Specifically, 25 classrooms with children aged 2–12 years. The inquiry strategies used included: “From my window” and “My favourite place in the neighbourhood is…”, which combines drawing and informal conversation. “What does a headteacher do?” or “What should a teacher be like?” are inquiry strategies that are based on semi-structured interviews. The researchers followed EECERA’s code of ethics for this study.

Results: The inquiry strategies deployed have allowed listening to children about key issues in their lives. Strategies based on dialogue presented difficulties with children with differing oral language development. Strategies had to be presented in combination for best results.

Conclusions: Listening strategies require a process of adaptation to children and cannot be considered participatory because of their presence. Teachers must be sensitive in the process of interpreting children’s ideas to avoid accommodating information.

Implications for children and families: This project has allowed you to experience article 12 of the Convention on the Rights of the Child. You were listened to and engaged in a genuine dialogue with the teachers. This enhances your sense of relevance to school.

Implications for practitioners: You have become guarantors of children’s rights, especially article 12. You had experimented and reflected on different strategies of authentic listening to children. Finally, it has been a reflective and formative process in action based on the enquiry professional approach.

Key words: children’s voices, qualitative methods, participatory strategies, practicum

This presentation relates to the following United Nations Sustainable Development Goals:

• SDG 4: Quality Education