Child Participation

Children have the right to participate in matters affecting their lives and should be enabled to give their opinions, and to have those opinions taken into account. Through participation, children learn self-expression, empowerment and ultimately greater self-esteem.  Children are a diverse group and therefore children of different ages, abilities, backgrounds, races, and both genders should ideally be included in a consultation process.

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UNICEF,

An extensive annotated bibliography of resources on child participation.

Katie Schenk, Tapfuma Murove, and Jan Williamson,

Explores the ways in which data collection activities affect children’s rights and suggests methods by which rights-based principles may be used to derive appropriate safeguards to prevent unintentional harm and abuse.

The African Child Policy Forum and Save the Children Sweden,

Analysis of child perceptions and testimonials that comprises the third and final set of results from a major study of violence against children in Ethiopia. Emphasizes child participation for implementation of effective policy.

Christopher Bold, Mary Henderson, and Rachel Baggaley,

A guide for faith-based organizations working in developing countries on issues related to orphans and vulnerable children. Contains examples of successful community-based and family support care programs throughout the world that are run by faith-based groups. Discourages the use of institutional care and orphanages.

UNICEF East Asia and Pacific Regional Office ,

A directory of resources on child and youth participation. It provides a listing of publications, organizations and web resources from practitioners worldwide on a broad range of child participation issues and projects.

Andy West,

Focuses on the general principles and actions for developing children’s centres in China. Centres would help initiate national child protection services and children’s participation.

Katie Schenk and Jan Williamson,

Practical guidelines emphasizing the importance of and rationale for ethical standards in child-related research. Annexes include country-specific resources and example documents.

Victoria Gonzalez-Rubio,

This document highlights a children’s saving program in the state of Missouri, USA. The five-year initiative focuses on increasing financial knowledge and self-efficacy, as well as saving accounts, among children and parents. The end goal is to increase student engagement in post-secondary education and training.

Jane Chege,

Assessment of pilot programs employing World Vision Community Care Coalition model in Uganda and Zambia.

Louise Melville, British Council, Jordan,

Guidance and examples of group activities which promote development and self-esteem, and the role of the worker in providing activities on a regular basis.