This article examines what we can learn about kindergarten childhoods when using archived records about children’s free play with building blocks in the 1930s. Taking its starting point in previous research about how Froebelian building blocks have been part of kindergarten ideology and education, the article explores how visual and textual sources promote different versions of childhoods in and around a kindergarten institution. Moreover, the article argues for the importance of not only paying attention to children’s archived visual and verbal voices, but more noticeably, also to girls’ and boys’ non-verbal activities and engagement, i.e., non-verbal “voices”.