A Preschool Teacher in Slovakia Reflects on What Child Participation Really means in Practice

When I first came across the concept of child participation, I wasn’t quite sure what to make of it, and even felt slightly defensive in relation to it. I’ve always cared deeply for the children I teach—was this suggesting I hadn’t been doing enough? But mostly, I was curious. I wanted to understand what it really meant and whether it could offer something new to my practice.

I’ve worked in early childhood education for over a decade. If you had asked me five years ago whether children in my classroom participated, I would have answered confidently: of course they do. They choose their activities, they help plan our circle time, and they take turns setting the table for lunch. But when I came across the concept of child participation through the TOY for Participation project, I realised how much deeper the idea goes. That it’s also about recognising that children have a right to share their thoughts on things that matter to them, and that we should take those thoughts seriously. As it was explained to me, according to the UN Convention on the Rights of the Child, children are not only learning to become citizens, they are citizens, with voices that matter now¹.

That perspective shifted things for me. I had always encouraged children to share their thoughts, but I began to reflect more deeply: Were all children in my classroom truly being heard? Were their ideas shaping what we did together?  

I began making small but intentional changes. During planning, I asked children to help choose the themes we would explore, not just which blocks or books to use. When a group showed interest in insects, I asked what they wanted to find out, and their ideas guided our week. We built a bug hotel in the garden, wrote stories about imaginary caterpillars, and shared what we’d learned with parents.

I also became more attentive to how children express themselves beyond words—through drawing, gestures, body language, and silence. One child with very limited verbal language communicated volumes through her artwork. Another child, new to the country, told me what mattered most through the stories he chose again and again. These moments reminded me that listening means slowing down, observing closely, and creating space for different forms of expression.

Participation and Inclusion Go Hand in Hand

The more I learned, the more I saw how participation is also very much about inclusion. I started thinking about the children in my group who don’t speak up as much—those with disabilities, different languages, or tough home situations. I realised they needed to be given more chances to share and perhaps in different ways than many of the other children in my group. It’s not just about letting children have a say, but making sure every child has a way to be heard. That made me slow down and pay closer attention.

That might mean adjusting our routines, changing how we ask questions, or offering different ways for children to respond. It might take extra time and effort. But when we build that flexibility into our practice, we show children that their contributions matter, regardless of how they express themselves.

Of course, participation doesn’t mean giving children full control. It’s about building a respectful partnership where children’s perspectives help shape what happens in the classroom. Sometimes that’s joyful, sometimes challenging. But over time, I’ve come to see those challenges as meaningful opportunities, chances to build trust, understanding, and connection.

What struck me most is how many of us—teachers, parents, carers—are already doing parts of this work without naming it. Naming it helps. It makes the practice more intentional, more inclusive, and ultimately more impactful.

Being part of the TOY for Participation project has helped me keep learning, alongside early childhood practitioners across different countries and contexts. We share ideas and experiences about how to make participation real, especially for young children and those often left out of decision-making. It’s not something extra; it’s part of what high-quality early childhood education looks like. And when children grow up knowing their voices are valued, they become adults who respect, listen, and engage with the world around them.

Further Reading

• Save the Children (2005). Practice Standards in Children’s Participation. A concise, practitioner-oriented guide outlining ten quality standards for meaningful child participation. https://resourcecentre.savethechildren.net/document/practice-standards-childrens-participation
• UNICEF (2018). Conceptual Framework for Measuring Outcomes of Adolescent Participation. While focused on adolescents, this guide offers accessible explanations of participation across developmental stages, making it useful for understanding how participation evolves as children grow.
  https://www.unicef.org/media/57396/file 
• Children’s Rights Alliance for England (2021). Participation with Purpose: Including children and young people with additional needs and disabilities.
  A brief, accessible resource focused on equity and inclusion.
  https://www.un.org/esa/socdev/enable/rights/craecontaug04.pdf

 

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Footnotes

1. United Nations. (1989). Convention on the Rights of the Child, Articles 12–13.

 

About TOY for Participation

TOY for Participation is a European initiative co-funded by the European Commission and led by ICDI, working with partners across 8 countries to promote young children’s right to participate. Together, we’ve reached over 40,000 children and families through 40+ Play Hubs, with more to come. Learn more about the project and the partners on our website: https://www.reyn.eu/toy4inclusion/toy-for-participation/