Participation is a Right, not a Privilege

As I reflect on children's rights within my work context, I believe one of the most significant challenges in early childhood education is the effective implementation of Article 12 of the United Nations Convention on the Rights of the Child (UNCRC). Article 12 states that children have the right to express their views freely in matters that affect them and that these views should be given due weight. Yet despite our commitment to children's rights, I often wonder: How often are children genuinely involved in decisions that affect their daily experiences?

Many of us would agree that children's voices are important. However, participation is much more than asking children what they would like to do. Meaningful participation requires us to listen, reflect, and where appropriate, act upon what children are telling us.

When we think about listening to children, we often think about conversations. However, children communicate in many ways. A baby's cry, a toddler pointing towards the playground, a child repeatedly returning to the block area, or a preschooler sitting quietly observing others can all be forms of communication. 

This raises an important question: Are we only listening to the children who can confidently tell us what they want?

Article 12 applies to all children regardless of age, maturity, or communication ability. Children express their thoughts, feelings, interests, and preferences through gestures, body language, play, artistic expression, silence, and behaviour. As kaiako, our responsibility is not simply to hear children's voices but to notice, interpret, and respond to them.

Sometimes the quietest voices require the most attentive listening.

One of the tensions I frequently notice in early childhood settings is the balance between children's participation and the practical realities of daily routines.

For example, children are expected to come to the table at a designated time for kai. There are occasions when children arrive shortly before morning tea and become deeply engaged in their play. Their body language and level of involvement clearly communicate that they wish to continue their learning. However, because the routine requires everyone to eat together, they are often asked to stop and join the table. 

The reality is that routines are important. They support organisation, consistency, and wellbeing. However, this example prompts further reflection:

• Are we listening to what the child is communicating?

• Have we explored the reason behind their choice?

• Could there be opportunities for greater flexibility?

• Are adult needs taking priority over children's participation rights? These are not easy questions, but they are important ones.

As adults, we often believe we know what is best for children. Our experience, professional knowledge, and responsibilities shape many of the decisions we make each day. However, Article 12 reminds us that children are not passive recipients of care. They are active participants in their own lives.

Children may not always make the decisions we expect. They may challenge routines, question boundaries, or express interests that disrupt carefully planned experiences. Yet these moments often provide valuable insight into what matters most to them.

When we slow down and genuinely listen, we gain a deeper understanding of children's thinking, interests, and perspectives. Sometimes what appears to be challenging behaviour may be a child communicating a need, preference, or idea that has not yet been recognised.  

Listening is only the beginning.

Laura Lundy's Model of Participation provides a useful lens for reflecting on our everyday practice. The model highlights four key elements: Space, Voice, Audience and Influence. Children need safe and inclusive spaces where they feel comfortable expressing themselves. They need opportunities to communicate their ideas in ways that suit their age, confidence and capability. They need adults (audience) who actively listen and seek to understand their perspectives. Most importantly (influence), they need to see that their ideas influence decisions, planning and practice. Without influence, participation risks becoming consultation rather than a genuine implementation of Article 12.

This is perhaps where the greatest challenge lies.

•   What happens after children communicate their ideas?
•   Do those ideas shape our planning?
•   Do they influence the learning environment?
•   Do they affect the experiences we provide?
•   Or do children simply share their opinions while adults continue making the final decisions? 

True participation occurs when children's voices are visible within our environments, documentation, planning, and everyday interactions.

Implementing Article 12 is not about giving children complete control over every aspect of the programme. Rather, it is about:

• creating a culture where children know their views matter. 
• noticing the toddler pointing towards the outdoor area. 
• recognising a child's ongoing fascination with balancing and intentionally extending that interest.
• asking questions before making assumptions.
• viewing children as capable contributors to their own learning journeys. 

When children experience this level of respect, they develop confidence, agency, competence, and a stronger sense of belonging. They begin to understand that their ideas have value and that their voices can make a difference. 

Perhaps the real question is not whether children have a voice. We know they do. The question is whether we are prepared to listen.

Article 12 challenges us to move beyond simply hearing children and towards genuinely valuing their perspectives. As kaiako, we have the opportunity to create environments where tamariki feel respected, empowered, and included in decisions that affect them. When we intentionally listen, reflect, and respond, participation becomes more than a right written in a convention. It becomes a lived experience for every child, every day.

• Lundy, L. (2007). 'Voice' is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child

• United Nations. (1989). Convention on the Rights of the Child, Article 12