This study seeks to reveal the circumstances that encourage versus those that block children’s participation in the context of daily teacher-children encounters in preschools in Israel. Six cases were selected for analysis—three in which children’s participation was enabled and three in which children’s participation was blocked by teachers or student-teachers. Participants in the study were five student-teachers doing fieldwork as part of their professional preparation as well as two teachers. Analysis yielded the following conclusions: meaningful participation takes place in the context of a personal, caring relationship with an educator. For challenging situations that require decisions about enabling or denying children’s participation, self-transcendence values need to be activated by student-teachers or teachers. Activation of these values is the outcome of personal mental struggle, which is strengthened by having clear, articulated goals to include children in guided and nonguided social encounters. This study suggests that a teacher’s espousal of self-transcendence values is among the attributes that have an impact on teachers’ representations of relationships, their interactions with children, and the children’s participation in daily, preschool social encounters, whose quality may in turn affect the relationships with children. Documentation and critical reflection need to be incorporated into educational practice so that decision-making in challenging situations will be the product of thorough deliberation. 1. Self-Transcendence Values, Relationships, and Participatory Practice in Early Childhood Education Although children’s participation has been established as policy for educational systems around the world, its implementation is partial, even in Western countries. Using an analysis of six cases of social episodes related to daily teacher-children encounters in preschools in Israel, this study seeks to improve our understanding of what helps versus what interferes with ensuring the participation of children. 2. Children’s Perspectives and Participation Taking children’s perspectives into account broadly entails creating conditions that make it possible for children’s voices to be heard both in educational institutions and in their communities. As noted in General Comment number 7, para. 5, to the UN Convention on the Rights of the Child (2005): “The Convention requires that children be respected as persons in their own right. Young children should be recognized as active members of families, communities and societies with their own
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