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In this paper, we consider pedagogical quality particularly as equal opportunities for participating in decision making in preschool. Relying on Ferraris' (2013) theory of Documentality, we demonstrate how pedagogical documentation can contribute to understanding children's perspectives and discuss how it may help facilitate children's perspectives to become part of their everyday lives at preschool. In addition, we examine, using a multi method approach, how our conceptualizations help critically examine equality in early childhood education. The study was conducted in Finnish preschools. The data source for this study is comprised of the researcher's observation diary, self-documentation conducted by teachers (n=13), individual ECE plans of 104 2-7-year-old children and document-aided interviews with their teachers (n=13). Finally, we critically discuss the consequences of our findings in terms of documentation, pedagogy and the equality of ECE.

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This ethnographic study, carried out in public kindergartens in Finland, traces the enactments of the societal roles of early childhood education (ECE). It highlights how the intertwining of governing tools and discourses related to ECE's societal role participate in the formation of daily life in kindergarten. The concept of 'imaginary' is used as an analytical tool. The study argues that intensification measures together with the individualistic rights discourse have substantially challenged the social justice agenda of ECE in Finland. Further, it suggests that an ethnographic examination of the enactments of societal roles of ECE and the concept of 'imaginaries' provide valuable insights visa -vis the continuing theoretical and political discussions concerning ECE policies and governance.