The article uses photographs as a means of passing information between the child and the researcher. This is a good example of children using sensemaking and storytelling to make “sense of the world and experiences” (Wright, 2012, p. 18). This allows the adult to see “through the child’s eyes” (Wright, 2012, p. 18). , 2012, p.18). This helps the adult gain information from the child about what is engaging and stimulating in children's learning environments (Smith, Duncan, & Marshall, 2005), to then make a difference in the children's lives and make it more engaging and stimulating. This is also seen in childhood studies, where children are seen as rights holders. Children should be given the opportunity to express their opinions and thoughts on any topic/experience that interests or provokes them. It is the role of the adult to be able to understand what the child is saying and to defend his or her interests. The documentary approach makes children's learning visible (Clark and Kinney, 2006). This is seen in the article where children's learning is visible through photos and through their interpretations of those photos. At the heart of the documentary approach is the belief that “children should be at the center of decisions about their learning and development” (Clark and Kinney, 2006, p. 4). This approach allows children to have their voices, perspectives and understanding heard (Clark and Kinney, 2006, p. 4), which helps adults understand children better and bring about the necessary change/difference in the lives of these children. The Mosaic approach aims to allow children to “explore their perspectives” (Clark & ​​Kinney, 2006, p. 9). This approach considers children as social actors who are social beings in a social world whose “interactions make the difference ».”