In modern societies, children are becoming more and more users of a child culture constructed by adults, rather than producers of their own culture. This paper describes a project, implemented in Nordic child care centers and early childhood classes, that provides children the opportunity to narrate and illustrate their own stories, written down by educators and mailed to an exchange institution in their own or another Nordic country. The purpose of the project is to support children's own culture, increase children's interest in language, strengthen early childhood educators' competence about children's culture, and form the basis for expanded research in this field. In various countries, different components to the research are added: for example, in Denmark, researchers have analyzed stories and have observed the children in play to identify similarities in themes, problems, and solutions in stories and play. This paper discusses children's story listening at home and in day care settings in Denmark, the teacher's role in storytelling, the structure of children's stories, and the use of fairy tales. The analysis of children's stories and play indicates that general themes include power relationships, good versus wicked, attack and defense, and chase and run away. The paper notes that although children create a number of roles in play and stories, the description of context is often poor in stories. Contains 14 references. (KB)