The idea that children are not objects nor subjects but participants constitutes children as social actors with a part to play in their own educational processes and research connected to these processes. As a consequence, there is growing awareness that knowledge about children should be constituted on the basis of listening and hearing them. This article intends to add a contribution to this growing awareness, exploring one of the central aspects of children's educational experience: pedagogical interactions with adults in pre-school contexts, focusing on children's perspectives concerning the way adults react to their behaviour. For this purpose, forty four children were interviewed, attending two different pre-school settings in relation to the pedagogical options offered. The content of these interviews was analysed and, from there, some conclusions were drawn about the contribution of children's voice for the understanding and development of quality in early childhood educational services. (Contains 8 footnotes and 4 tables.)