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Ethnographic note-taking in the field is often imbued with emotions, shaped by power relations and influenced by participants' voice and agency. Though enough has been written about ethnography, discussions on the specific challenges of taking notes, particularly in research with children are limited. Drawing on three ethnographic field studies with children in schools in the UK, India and China, this article discusses fieldwork experiences to understand the challenges, dilemmas and complexities around note-taking in the field. Using a reflexive and intersectional lens, this article discusses the role of agency, power and emotions in the experiences of taking notes in child-centred research with children. It conceptualizes the need to understand the complexities when theories are operationalized in real-life research contexts. [ABSTRACT FROM AUTHOR]