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How would you recognize a mode of participation if you see one? Owing to the rapid expansion of political activities in the last decades this question has become increasingly difficult to answer. Neither the development of all-embracing nominal definitions, nor deductive analyses of existing modes of participation seem to be helpful. In addition, the spread of expressive modes of participation makes it hard to avoid purely subjective definitions. The aim of this discussion paper is to develop an operational definition of political participation, which allows us to cover distinct conceptualizations systematically, efficiently and consistently. This goal can only be arrived at if the conventional approach of presenting nominal definitions to solve conceptual problems is left behind. Instead, available definitions are included in a set of decision rules to distinguish three main variants of political participation. A fourth variant is distinguished for non-political activities used for political purposes. Together, the four variants of political participation cover the whole range of political participation systematically without excluding any mode of political participation unknown yet. At the same time, the endless expansion of the modes of political participation in modern democracies does not result in an endless conceptual expansion. Implications for research and various examples are discussed.

Demands for the inclusion of children, the youngest citizens, in democratic decision making are increasing. Although there is an abundance of empirical research on the political orientations of adolescents, there is a paucity of research on younger children's orientations. Our panel study of more than 700 children in their first year of primary school shows that these young children already exhibit consistent, structured political orientations. We examine the distribution and development of political knowledge, issue orientations, and notions of good citizenship. We find achievement differences between subgroups at the beginning of the school year, and these differences do not disappear. Children from ethnic minorities and lower socioeconomic residence areas show relatively less developed political orientations, and they do not improve as much over the school year as other children. Furthermore, normative political orientations and cognitive orientations differ in their development.

The repertoire of political participation in democratic societies is expanding rapidly and covers such different activities as voting, demonstrating, volunteering, boycotting, blogging, and flash mobs. Relying on a new method for conceptualizing forms and modes of participation we show that a large variety of creative, expressive, individualized, and digitally enabled forms of participation can be classified as parts of the repertoire of political participation. Results from an innovative survey with a representative sample of the German population demonstrate that old and new forms are systematically integrated into a multi-dimensional taxonomy covering (1) voting, (2) digitally networked participation, (3) institutionalized participation, (4) protest, (5) civic participation, and (6) consumerist participation. Furthermore, the antecedents of consumerist, civic, and digitally networked participation, are very similar to those of older modes of participation such as protest and institutionalized participation. Whereas creative, expressive, and individualized modes appear to be expansions of protest activities, digitally networked forms clearly establish a new and distinct mode of political participation that fits in the general repertoire of political participation.

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