{"id":5044,"date":"2025-07-16T10:56:52","date_gmt":"2025-07-16T09:56:52","guid":{"rendered":"https:\/\/partnershungary.hu\/?p=5044"},"modified":"2025-07-16T10:58:36","modified_gmt":"2025-07-16T09:58:36","slug":"mi-a-gyermekreszvetel-es-miert-fontos-a-leheto-legkorabban-kezdeni","status":"publish","type":"post","link":"https:\/\/partnershungary.hu\/en\/mi-a-gyermekreszvetel-es-miert-fontos-a-leheto-legkorabban-kezdeni\/","title":{"rendered":"What is child participation? And why is it important to start as early as possible?\u00a0"},"content":{"rendered":"

Understanding a rights-based, relationship-based approach to listening to young children.<\/span><\/i><\/p>\n

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Even if you have never heard of <\/span>children's participation <\/span><\/i>expression, you have probably already done so. When we as parents give our children a choice about what to eat, as teachers ask children to share classroom routines, or as community workers consult young people about local community spaces, we are already promoting participation. The key is to recognise this - and learn how to do it more consciously, inclusively and effectively.<\/span>\u00a0<\/span><\/p>\n

Participation of children <\/span><\/b>children's right to be listened to by adults and to be involved in decisions that affect their lives. Article 12 of the UN Convention on the Rights of the Child recognises that children are active and capable social agents\u00b9 from the moment they are born.<\/span>\u00a0<\/span><\/p>\n

It is not just about asking children for their views. We need to create spaces where children can express themselves in a way that is appropriate to their age and abilities; we need to ensure that their voices are genuinely heard and show them how their contributions shape the world around them\u00b2. Models such as Hart's ladder of participation and Lundy's framework help to distinguish between token gestures and truly meaningful involvement\u00b3.<\/span>\u00a0<\/span><\/p>\n

In early childhood, participation can take the form, for example, of young children choosing storybooks or preschoolers working together to create classroom rules through drawings or photographs\u2074. Children express themselves through play, movement, art and non-verbal cues - and when we learn to interpret these cues, we build trust, a sense of belonging and initiative and empowerment from the ground up\u2075.<\/span>\u00a0<\/span><\/p>\n

Research shows that when children are involved in decisions, it enhances their cognitive development, emotional well-being and social skills. They become more confident, resilient and learn to think critically\u2076. Participation also protects children by making them more likely to voice their concerns and prepares them for active citizenship by teaching them respect, cooperation and shared responsibility\u2077.<\/span>\u00a0<\/span><\/p>\n

Inclusion and fairness are key<\/span><\/b>\u00a0<\/span><\/h3>\n

Although participation is a right for all children, not all children have equal opportunities to participate. Children with disabilities, from low-income families, from minority or migrant backgrounds and very young children often face systemic barriers that prevent them from being heard. Traditional methods of inclusion may inadvertently exclude those who do not use verbal language, who live in unstable or resource-poor environments\u2078.<\/span>\u00a0<\/span><\/p>\n

Good intentions alone are not enough for inclusion. It requires the use of communication tools such as visual aids, sign language and play-based methods. It requires the creation of safe spaces where children feel respected and where their cultural and individual identities are recognised. Participation should be adapted to the child's developmental level, abilities and lived experiences\u2079.<\/span>\u00a0<\/span><\/p>\n

Research shows that play, storytelling and creative expression are effective tools to support real participation of children who are non-speaking or very young\u00b9\u2070. Similarly, projects involving children from refugee backgrounds or underrepresented communities are most effective when they use trauma-informed, culturally relevant and multilingual approaches\u00b9\u00b9.<\/span>\u00a0<\/span><\/p>\n

Real participation means creating an environment where all children - not just the most talkative or confident - can share their views and shape their world. This is where equity meets practice.<\/span>\u00a0<\/span><\/p>\n

Shared responsibility<\/span><\/b>\u00a0<\/span><\/h3>\n

The role of adults is key in all this. Participation does not mean leaving all the decisions to children. It means carefully guiding them while giving them room to develop. Many adults already do this instinctively. But if we take a conscious and structured approach to children's participation, we will achieve better results - not just for children, but for society as a whole\u00b9\u00b2.<\/span>\u00a0<\/span><\/p>\n

Whether we are working in education, health, the social sector or politics, recognising and embedding children's participation helps to create a fairer, more inclusive environment. Participation is not something extra - it is a way of working that respects children's rights and enriches everyone's experience.<\/span>\u00a0<\/span><\/p>\n

Want more information? Start here:<\/span><\/b>\u00a0<\/span><\/h3>\n