Chapter 22: Engaging with Young Children as Co-Researchers: A Child Rights-Based Approach

Researchers, practitioners, and early childhood community members are increasingly incorporating children’s voices into their work related to the establishment, strengthening and understanding of sociological, political and educational systems situated within the field of early childhood (Swadener & Polakow, 2011; Clark, 2005; Clark, McQuail and Moss, 2003). Many positive outcomes have resulted from children’s participation in research and efforts to more authentically include children in the planning and enactment of various projects, including working with children (Blanchet-Cohen & Elliot, 2011; Clark, 2011; Berson, 2009; Gunn, 2008; Mac- Naughton, Hughes, & Smith, 2007; Lundy and McEvoy, 2009, 2012a; Soto & Swadener, 2005). Undertakings such as these bring needed attention to the inclusion of children in decision-making processes that are directly impacting aspects of their lives.