This paper focuses on child-initiated pedagogy that is based on the process of co-construction of learning experiences between children, adults and the environment, being part of longitudinal research project that analyses child-initiated pedagogies in formal early years settings with 3-6-year-old children. Drawing on an ethnographic approach this paper explores children's own views of the relationships between their own and adults' decisions. Twenty-four participating teachers, in 14 different early years settings in three countries (Finland, Estonia and England) used interviews with puppets and video methodologies to document children's views on how decisions are reached, what kinds of things are decided, and who decides. The data suggest that children embrace the feel of control. They also acknowledge, at a level, acting and taking control within boundaries. Given an opportunity, the children are skilful in sharing the responsibility of control with peers and adults. (author abstract)