Abstract
<jats:p>In recent years, child-centered approaches have become increasingly prevalent in research on child well-being. Participatory methods, in particular, emphasize children's active engagement in the research process and ensure that their voices are heard. However, the developmental characteristics of preschool children pose additional challenges for involving this age group in research compared to older children. As a result, examining well-being from the perspective of preschool children requires innovative and creative solutions to address these challenges. This raises important questions about when and how children can participate and in what ways such participation should be facilitated, highlighting the need for developmentally appropriate research methods.</jats:p>