The aim of this study is to create knowledge on national cultural policies directed at children. The research questions are about standpoints and arguments in national cultural policies directed at children in Sweden, Norway and England, and identified similarities and differences among these standpoints. The focus is on rhetorics of national cultural policy. A comparative method is applied and the empirical material consists of a small selection of governmental documents. The analysis reveals some variations in standpoints and arguments on national cultural policies directed at children. One example is different approaches to national identity in the documents; in this respect Sweden differs from both other Nordic countries and from England in not claiming any national identity. The approaches to childhood are also different according to the empirical documents. Finally policy for children’s culture as politics of recognition is shortly discussed.