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Participatory methods: engaging children’s voices and experiences in research

Kleine, Dorothea, Pearson, Gemma and Poveda, Sammia (2016) Participatory methods: engaging children’s voices and experiences in research. Global Kids Online. London School of Economics and Political Science, London, UK.

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This Guide lays out the case for participatory research with children, as well as explaining key research design principles and methods. Research that treats children merely as respondents to heavily adult-framed research is likely to miss key aspects of their lives, so participation can raise research quality. Further, from a rights-based perspective, children should be allowed to actively participate in research designed to inform policy that will shape their future. We offer an overview of the diverse methods available, including drawing, storytelling, digital photography, participatory audio or video, SMS surveys, as well as research, monitoring and evaluation co-led by children. Cross cutting these methodological approaches are the principles of participatory research, such as considering carefully the unequal life realities of children in the same country, often resulting in additional efforts having to be undertaken to amplify the voices of otherwise overlooked groups. This also involves recognising the different levels of digital literacies along gender, class, education and rural/urban lines. Ethical considerations also play a role where children are asked to produce online content and use digital images responsibly. Overall, participatory methods tend to involve longer-term, intense relationships between researchers and children that require careful framing and are often best undertaken with local partners.

Item Type: Monograph (Report)
Official URL:
Additional Information: © 2016 The London School of Economics and Political Science © CC BY-NC 4.0
Divisions: LSE
Subjects: H Social Sciences > H Social Sciences (General)
H Social Sciences > HE Transportation and Communications
Date Deposited: 29 Mar 2017 08:14
Last Modified: 16 May 2024 13:27

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