Abstract
When children draw pictures and tell a story about them we encounter complex narrative constructs in which the picture and text levels are interwoven. This article presents an interpretation of children’s drawings and picture-related utterances by help of the documentary method and demonstrates it by two examples from a comparative analysis. If childhood research and early childhood education are to become increasingly concerned with reconstructing children’s perspectives, thereby also appropriately taking into account their implicit knowledge, the praxeological approach of the documentary method is an important methodological key.