This research contributes to the curricular study in early childhood from a participatory perspective, understanding that its development in each context is unique and particular, for this reason, it sought to know the discourses of Second Level School Transition boys and girls about their participation in the Living Curriculum. The research was approached from a comprehensive qualitative approach and a phenomenological design. Individual interviews with educators and group interviews with boys and girls were conducted, the latter using the photo-elicitation technique. Among the main results, they highlight that, from the perspective of boys and girls, a simple participation in Educational Establishments would be developed, evidencing that they would not be an active part of the construction of their teaching and learning processes. In relation to the results of the educators, it is evid...