Within early years education research there is a lack of research that focuses on the child and that constructs the child as co-constructor of knowledge, culture and identity. Although there is much writing on early childhood education with regard to teacher practice, pedagogy and curriculum, these discussions are rarely informed by the perspectives of children. The author conducted a review of the literature of prominent early childhood research journals from 2006. This discussion, informed by examples from the literature review, demonstrates the various ways in which children are constructed within research, with specific discussion on the "postmodern" child within early childhood education research, and implications for postmodern research projects with children. This paper is intended to provoke reflection, conversation and research on the ways in which the child is constructed in education research and literature. (Contains 2 notes.)