ISSA Member NGO Labor and Health Social Initiatives (LHSI) recently conducted a training workshop titled “TOY4Participation Approach. Children’s Participation Practices: From the UN Convention on the Rights of the Child to Everyday Work.” The event brought together specialists from early childhood education, non-formal education, rehabilitation centres, and civil society organizations who are seeking more sensitive, partnership-based approaches to working with young children.
Learn more about TOY for Participation.
For LHSI, the training marked another important step in strengthening its expertise in early childhood development and in advancing practices that position the child as an active participant in the learning process rather than a passive recipient of adult decisions.
From Doubts to Rethinking the Child’s Role
According to LHSI trainers Olena Chuiko and Margarita Kotiash, participants initially approached the idea of children’s participation with caution—and, at times, open scepticism. A recurring question, “At what age does this actually apply?”, reflected a deeply rooted belief that children’s voices only begin to matter once they reach school age.
“There were many doubts and even scepticism,” recalls Olena Chuiko. “Can such a young child really influence decisions, especially at the institutional level?”
Addressing these concerns became a central focus of the training. Trainers emphasized that early participation does not mean shifting responsibility onto children. Rather, it requires a transformation in adult attitudes—rethinking communication styles, power dynamics, and the extent to which children’s initiative is genuinely respected in everyday interactions.
Participation Step by Step: LHSI’s Practices
Participants were introduced to the concept of participation gradually, through a combination of practical exercises, case analysis, and collective reflection. Each activity was designed to reveal a different dimension of what children’s participation can look like in practice.
One particularly transformative moment was working with Roger Hart’s Ladder of Participation. Participants analysed real-life situations and identified the level of child involvement by figuratively “standing” on the corresponding rung. This exercise prompted many to reassess their own practices and assumptions about participation.
Other methods introduced by LHSI trainers also generated strong engagement, including
- storytelling therapy to highlight children’s agency
- role-play and case-based exercises tailored to different age groups (0–2, 3–6, and 7–10)
- and shared reflection focused on adult behavioural patterns.
Participants especially appreciated the “Greeting” activity presented by Margarita Kotiash. As one participant noted, “It’s a simple yet very effective exercise. The child chooses how to greet the educator and, from the very first minutes, experiences autonomy, respect, and emotional connection.”
From Training to Pilot Initiatives
On the third day of the training, participants began designing their own pilot practices. With guidance from LHSI trainers, they formulated clear goals and expected outcomes, defined responsibilities, adapted tools to their specific institutional contexts, and developed implementation plans using an activity-based approach.
The resulting ideas reflected the diversity of participants’ work settings, ranging from private preschools to rehabilitation centres and non-formal educational spaces. Despite these differences, participants reached a shared conclusion: embedding a philosophy of children’s participation requires collective effort across the entire institution and meaningful collaboration with families. It is not a one-off activity, but a systemic shift that demands ongoing training, support, and reflection.
War-Related Challenges and Internal Resistance
A dedicated discussion block focused on implementing participation practices in the context of war. Margarita Kotiash highlighted how wartime realities intensify emotional exhaustion, complicate planning, and create additional barriers for both children and professionals.
Key challenges identified by participants included chronic stress affecting children and adults alike, disrupted routines due to air-raid alerts, a lack of safe physical spaces, and reduced staff capacity. Despite these constraints, many participants shared strategies they are already using to sustain participation, such as short but consistent practices, emotionally safe environments, strong family engagement, and adapting tools for shelters or remote formats.
Trainers also drew attention to a deeper layer of resistance linked to shifts in pedagogical beliefs. Moving from an authoritarian model to a partnership-based approach can trigger fears of losing control, concerns about chaos, or the risk of merely “imitating” participation without truly understanding it. This is why LHSI consistently emphasizes that participation is not just a set of tools—it requires a fundamental rethinking of the adult’s role and the nature of adult–child interaction.
LHSI as a Partner in Advancing Participation Practices
The training reaffirmed LHSI’s role as a key partner in supporting professionals and advancing modern, rights-based approaches to early childhood practice. By promoting participation grounded in respect, collaboration, and recognition of children’s voices, the organization continues to strengthen its contribution to the field.
Participants left the training not only with new knowledge, but also with practical tools and ongoing support to help them embed participation principles within their institutions and everyday work.
