In recent times there has been a major international push for giving voice to children in the provision of services for early education and development particularly among researchers and non-government organisations. However, what has been missing from this body of literature and activity is the children's perspective when centres and services are evaluated by external agencies. This article outlines an evaluation model designed specifically for evaluating kindergartens in remote communities where the children's perspective is central to the evaluation process. The concept of children's perspective is used to capture the nature of an authentic evaluation of early education and development services. It is argued that the children's voice in the evaluation process gives a unique perspective on how the services are experienced and understood.