In (post) modern society children are seen as active subjects and participants who have a legitimate basis in the United Nations Convention of the Rights of the Child. As a consequence of this, children are able to play an active role in the planning of/and participation in both education and research in their own preschool settings. This article offers an argument based on theory and practical examples for the inclusion of children in education and educational research. It also introduces some of the problems which warrant consideration if researchers are to understand and cooperate with children as co-researchers. The author portrays the educational process and the research process as a possible way for the democratisation of children. (Contains 1 note.)