Increasingly, young children are viewed as active citizens who can make meaningful decisions in their everyday worlds. However, limited research has explored children’s views about their participatory rights in classroom contexts. This longitudinal interview study followed 168 children from Year 1 (aged 6–7 years) to Year 3 (aged 8–9 years) of primary school, in Queensland, Australia, to understand their perspectives of being listened to by their teachers. Findings showed that most children believed teachers listened to their ideas, with the proportion of children expressing such views increasing over the three-year period. However, the children’s experiences of being listened to tended to occur during monologic rather than dialogic exchanges. Implications for future research, teaching, and learning are discussed.

越来越多的幼儿被视为活跃的公民，可以在日常生活中做出有意义的决定。然而，有限的研究已经探究了儿童对他们在课堂环境中的参与权的看法。这项纵向访谈研究追踪了168位从澳大利亚昆士兰州小学一年级（6-7岁）至三年级（8-9岁）的儿童，以了解他们被老师聆听的观点。调查结果表明，大多数儿童相信老师会听取他们的想法，在三年期间，表达这种观点的儿童比例有所增加。但是，孩子们的倾听经历往往发生在单语交流而非对话交流中。讨论了对未来研究，教学和学习的影响。