In this article, the author focuses on spatial research in early childhood visual art education as a way to parse out the value of spatiality in research as an "ethics of participation." There are two specific ways that spatiality is explored in this paper. First, spatiality as material provides a way to highlight one's interconnected relations with/in the world. This material interconnectedness is particularly pertinent in this paper because it works to illuminate aspects of the under-resourced urban as a place where objects and children co-inhabit. Secondly, spatiality as perception follows a lineage of philosophy that recognizes the body as a site of primal knowledge and knowingness (Kraehe & Lewis, 2017; Mackley et al., 2015; Merleau-Ponty, 2010). In this, the body becomes central to spatial research and the interconnectedness of things that labor to shape ideas of self and other. Unlike previous ideologies that considered the child as a not-yet adult or becoming child, more contemporary scholarship and research situates the child as agentic participants in the experience (Christensen, 2004). This agency is also found in material and immaterial things and the entanglements between children and their material world(s). This new understanding of children and the everydayness of their life experiences helps to form a more dynamic perspective for ethical research practices with children.