This paper uses the concept of participation as an analytical framework for analysing the ways that preschool children make use of the space, artefacts and people that cultural activities afford them and the subjectivities that are thus produced. Using ethnographic methods children’s and their caregivers’ perspectives on three cultural activities are sought and explored. In the analysis participation emerges as a situated mode of action exercised in events by the children. The results are related to research on childhood, participation and empowerment.