The theme of children's rights is receiving more attention than ever procedures. Although the manifest on this topic was universally agreed decades ago, it is obvious that the ambitions expressed in it are far from being implemented. In this article, we explore how the experiential approach can contribute to the process of clarification and operationalisation for children between birth and the age of six. The central idea is that well-being and involvement as process variables can provide a measure for the degree to which children's rights are met, especially in educational settings. The scanning and screening are highlighted as procedures to assess levels of well-being and involvement. The data yielded provide a rich source for interventions both at the individual and group level. Next, we review what we can learn from research where these process-variables have been observed, that is their levels and the factors in the (learning) environment that determine them. In the closing discussion, we hold the insights on well-being and involvement against the light of "children's rights" and articulate implications for practice, research and policy.