The United Nations Convention on the Rights of the Child has raised the pro®le of children's participation in the United Kingdom. Hart's ladder of participation' has been the most in¯uential model in this ®eld. This paper offers an alternative model, based on ®ve levels of participation: 1. Children are listened to. 2. Children are supported in expressing their views. 3. Children's views are taken into account. 4. Children are involved in decision-making processes. 5. Children share power and responsibility for decision-making. In addition, three stages of commitment are identi®ed at each level:`openings', opportunities' and`obligations'. The model thus provides a logical sequence of 15 questions as a tool for planning for participation.

Drawing on comparative research with children’s participation practitioners in Nicaragua and the United Kingdom, this study explores the thinking that guides their practice. Earlier models are considered inadequate to describe complex, multidimensional participation processes. Whilst several differences are observed, the key issues or tensions are similar in both countries. Fifteen tensions are discussed in three categories. Most are tensions between participation as social control and participation as empowerment, which apply to all marginalised groups, not just children. The second group is specific to children. Finally, there are tensions between process and product. It is suggested that practitioners could use this analysis to reappraise and improve practice.

Child workers on Nicaragua's coffee plantations have become researchers, generating knowledge which leads to action to help solve some of the severe social problems that affect the rural communities where they live and work. This article first looks at how child researchers are seen in the existing literature. It then traces the history of the approach used, known as Transformative Research by Children and Adolescents, from its origins in 'Children's Consultancy' in the United Kingdom in the 1990s, through its adaptation to the Nicaraguan context and subsequent metamorphosis into today's transformative research approach. It discusses the concept of 'transformation' in social research, and CESESMA's alternative 'four transformations' framework, with its emphasis on a coherent concept of empowerment. It then identifies four things child researchers need from their adult supporters: appropriate and effective research methodology, skilled and sensitive process facilitation, technical support and a responsible attitude to child protection that recognises but does not exaggerate risks. It concludes by highlighting some challenges to be addressed in further developing and extending the approach.This article discusses how children and adolescents 1 from Nicaragua's coffee-growing zone have become researchers, generating knowledge to help solve some of the severe social problems that affect the rural communities where they live and work, and considers the validity and effectiveness of the facilitation approach used.The article will first look at how child researchers have been seen in the existing literature. It will then trace the history of the Transformative Research by Children and Adolescents approach

This article describes a participatory research project, which explored four case studies of children and young people's successful political advocacy in Nicaragua. The analysis combined a human rights‐based approach and a human development approach, and included concepts of multiple settings and levels, interrelated participation spaces, children and young people's citizenship, inclusion and exclusion, democracy, advocacy and empowerment. The main problems faced by children and young people seeking to influence policy‐makers were identified as adultism, dependency and lack of accountability. The research identified pre‐conditions, participation spaces and ways of organising for effective advocacy, and facilitation methods that had proved effective. It concludes that children and young people who achieve effective advocacy are generally self‐empowered, but can count on effective adult support and facilitation. They work through coordination with the authorities and not by clashing with them, but need to ensure effective follow up if they want politicians to keep their promises.

This paper presents a scoping review of the literature on child participatory research in Australia published in academic journals between 2000 and 2018. The review focused on research designed to engage with children and young people in the development, implementation and evaluation of services. A total of 207 papers were identified and distributed across eight service sectors: child protection and family law, community, disability, education, health, housing and homelessness, juvenile justice and mental health. The papers were reviewed against Shier’s participation matrix, demonstrating that almost all of the identified papers included children only as participants who contributed data to adult researchers. Only a small number of papers involved children and young people in the other phases of research, such as designing research questions, analysis and dissemination. There is a clear interest in the engagement of children and young people in service design and decision-making in Australia. This paper is intended to serve as a catalyst for discussion on where there are gaps and where further Australian research is needed.