The article summarizes a study that examined the perspective of kindergarten children on Holocaust Remembrance Day as expressed in the discourse events of children with kindergarten teachers and early childhood education students during Holocaust Day in state kindergartens in Israel in a variety of localities. The article focuses on the kindergarten children's attitude to visual-material representations in physical space that are integrated into the ceremony, conversation, and story. Analyzing the discourse raised a variety of themes that include the children's feelings, thoughts, and ideas, from which understandings and implications can be extracted for educational practice.