The book reports on research investigating perceptions of young children''s rights in early childhood settings and contribute to the expanding discourse about children''s rights. The research canvassed teachers'', parents'' and young children''s perceptions of their rights in early childhood settings. How did they understand children''s rights, and what did these perceptions mean for them in the early childhood settings they participated in? The research found that perceptions of children''s rights were interwoven, interrelated, and interdependent. Participation rights, protection rights and provision rights are recognised categories of children''s rights and these were used to foreground participants'' perceptions of thier rights in particular early childhood settings. Findings suggest that more in-depth awareness of children''s rights in early childhood settings would support the developement of a children''s rights- based pedagogy.