This paper draws upon research projects in which efforts have been made to find ways of listening to young children’s voices in early years contexts. This listening, namely in the mosaic approach, helps us to see how children make sense of their world, and adopt our planning and ‘being with’ young children. After setting the context of early years pedagogy and ideology of mosaic approach, this paper focuses on the researcher’s journey to turn her gaze inward before making any claims about her engagement with and listening to young children. Since this approach purposely leaves unanswered the question what kind of data is going to be collected, researchers have to decide what data is in the course of a research project, through their engagement with children. We argue for befriending uncertainty and dilemmatic thinking as it provides us with a different way of seeing, knowing and listening the hard to know. Through writing about phronêsis, this paper focuses on the process of decision-making and judgements that researchers undertake. The final argument calls for attentiveness and aims to acknowledge practical judgements as a fundamental part of researching early years.

本文利用了一些研究项目，其中已努力寻找在早期情境中聆听幼儿声音的方法。这种聆听（即通过镶嵌方法进行的聆听）有助于我们了解孩子如何理解自己的世界，并采用我们的计划和与幼儿“共处”。在设定了早期教学方法和镶嵌方法的意识形态的背景之后，本文重点研究了研究人员在向与幼儿接触和听取任何主张之前向内注视的过程。由于这种方法故意使人们无法回答要收集什么样的数据的问题，因此研究人员必须通过与孩子的互动来决定研究项目过程中的数据。我们主张与不确定性和两难思维相处，因为它为我们提供了一种不同的方式来查看，了解和聆听难以理解的事物。通过撰写有关phronêsis的文章，本文重点研究人员进行的决策和判断过程。最后一个论点要求专心，旨在承认实际判断是早期研究的基本组成部分。