Researchers should move beyond studying children to engaging them as active partnersIn discussions of the climate crisis, young children are often framed as vulnerable. While the impacts of climate change on children are real and significant, defining them solely by vulnerability overlooks their capacity to think, act, and contribute meaningfully. “This systematic literature review simultaneously acknowledges the impacts of the climate crisis on children while affirming their right to speak and act for themselves, in society, and in research.” Participatory approaches—research conducted <em>with</em> and <em>by</em> children rather than <em>on</em> them—have been suggested as promising in environmental education (EE) research. This review argues that EE researchers can affirm children’s agency by directly engaging them in research and knowledge co-creation processes. By analyzing the theoretical frameworks and research methods used in studies involving young children, the review aimed to advance participatory action research in early childhood education.
A search of the existing literature aimed to identify peer-reviewed empirical articles that used participatory research methods with young children (age 0-10) in early childhood contexts. The search included studies of EE, early childhood education for sustainability (ECEfS), nature-based learning, and climate change education initiatives. This review builds on a prior literature review (published in 2015) that examined EE early childhood participatory methodologies; therefore, only studies published between 2015 and 2023 were considered for inclusion. Eleven studies met these criteria. The studies were based in six countries: Australia, Canada, South Korea, Sweden, the U.K., and the U.S. The studies were categorized using a continuum of childhood research approaches that included (1) <em>research on children</em> (treats children as research subjects), (2) <em>research with children</em> (involves children in a more active, collaborative role in the research process), and (3) <em>research by children</em> (studies initiated and led by children, sometimes without adult intervention). Six of the reviewed studies were aligned with the <em>research with children </em>approach and five studies aligned with the <em>research by children </em>approach; however, none of the reviewed studies fully reflected research entirely led by children. Review of the studies incorporated a structured data extraction and comparative analysis, followed by thematic analysis to identify key patterns related to theoretical foundations, research methods, the roles of children and researchers, and challenges in participatory research.
The studies drew from a range of theoretical foundations, including theoretical frameworks (e.g., post-humanism), childhood theories that view children as capable social actors, rights-based frameworks (e.g., UN Convention on the Rights of the Child), and experiential and place-based learning theories. Examination of the studies’ methodological approaches revealed that all used qualitative designs and multiple child-friendly data collection methods to engage children in the research process. Three data collection methods were identified: (1) documentation (children documented their experiences and perspectives through photography, informal writing, art, site tours, etc.); (2) interviews (informal conversations with children, child-led interviews, and group discussions); and (3) participant observation. Findings regarding the role of the child indicated that researchers employed a range of strategies to encourage children’s authentic participation in the research process. The studies offer “promising examples” in which children shaped research aims, selected data collection methods, decided what the researcher could document, participated in data analysis, and shared research findings (often by presenting to their families). The studies also detailed the role of the researcher. Several researchers acted as participant observers and limited children’s participation to data collection, with the remainder of the research process being led by adults. Some researchers acted as facilitators to encourage children’s involvement in data collection, often by facilitating group conversations or other processes; however, these studies were also largely adult-led. Other researchers acted as co-researchers with the children by making space for their active participation throughout the research process, beyond data collection. Ensuring children’s participation required researchers to reflect on their own influence and power. Finally, several challenges were identified. Following children’s interests required flexibility, was often time-consuming, and required an awareness of unequal power dynamics between adults and children. Securing adults’ buy-in was also a common challenge.
Findings suggest that meaningful participation depends less on specific methods and more on how actively children are involved throughout the research process. Researchers must intentionally create space for children’s voices and contributions. Supporting children’s agency requires environments that value their perspectives and encourage collaboration among children, educators, and researchers. Although this review highlighted a few promising examples, research fully led by children remains rare. To truly honor children’s rights and capabilities, researchers must move beyond studying children to engaging them as active partners. Simply acknowledging children’s right to participate is not enough—this commitment “must be embodied throughout the entirety of the research process for children’s perspectives to come forward and their capabilities as co-researchers and change agents realized and respected.”
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