In research in Developmental Psychology and other areas of knowledge, children are considered mainly as objects rather than subjects as they are mostly observed than heard. That perspective restrained construction of knowledge on the development of the self in childhood, specially, during transitional experiences. We present a review of the literature, with studies concerning the specificities of the involvement of children in research. In order to broaden the understanding of their interpretations about themselves, the others and the world in experience of school transition and the different dynamics of interaction mediated by children´s interpretations, we develop a proposal for a longitudinal study with 5 to 7 year old children, during the transition from kindergarten to first grade in elementary school.
research with children; child development; self; school transition