Participatory advocacy in research has brought new ways of thinking and researching young children's lives. Although some such methods in research are more successful than others, it is the process of involving children and their voices that matter most. Thus, this paper examines to what extent the vignette method facilitates participatory research with young children. This paper draws on a research project that employed the vignette method (hypothetical scenarios which unfold through a series of stages) and critically examines to what extent this can be used as participatory research. It is argued that vignette can become part of the repertoire of participatory methods as it allows space for dialogicality and is concerned with children's personal meanings. Finally, it is proposed that when using vignettes the research should not strive for generalisations from homogenous data, but instead move towards the discourse of heterogeneity of data.