Studies in the dimension of culture have provided us with knowledge about the constitution of school subjects and demanded different curricular actions, questioning pedagogical and institutional actions that have so far guided practices and relations with childhood. Working as a pre-school teacher, I see children positioning themselves as the protagonists of their time and space on a daily basis, and the need to better understand children and the specificity of the social and cultural universe of which they are a part, in order to build a teaching style that takes childhood and its knowledge into account. By encountering the universe of children accessible through the various expressions through which they communicate with the world, we open the way to perceiving the most diverse childhoods that circulate in the school environment, exercising a more relativising gaze and enabling us to reinvent everyday life in the classroom and the teacher/student, adult/child relationship. A solid bridge between school and family can be built from this more dialogical relationship, from opening our eyes to the experience of the 'other'.