The COVID-19 pandemic poses multiple challenges for young children in the modern world. Listening to, and capturing, the experiences and perspectives of young children on the pandemic are congruent with our sense of an inclusive, democratic society which values solidarity and the right to be heard, yet too often the voices of young children are excluded from consideration. This paper reports on a trans-national, qualitative study in which practitioners in England, Scotland and New Zealand have been trained in Foebelian storytelling techniques and rigorous documentation and analysis of children's narratives. These have beeen used in their pedagogy to encourage young children to express and explore their COVID experiences through their sequenced play narratives, which have been documented, curated and then analysed by their key practitioners in dialogue with a team of early year's researchers. The praxeological project is informed by Freirean theoretical concepts of empowerment, conscientization, agency and voice. An initial thematic analysis of the play narratives reveals children are expressing a desire to regain their daily life and routines, be with their friends, have extended time to play, be outdoors, and have authentic information. Practitioners and policy makers should consider these expressed needs from young children as they develop their COVID responses.