ABSTRACT
Not only researchers, but also professionals in kindergarten and primary schools, have a growing interest in the perspectives of children. There is a big lack of knowledge and practice regarding how the results of research projects involving children can be used as stimuli to affect professionalisation processes in kindergarten and primary schools (Büker, 2019; Büker and Höke, 2019). Based on experiences with a pilot project design called ‘buddY’, which aimed to strengthen children’s competence to participate actively in transition processes from kindergarten to primary school, this chapter analyses type and extent of opportunities for children’s participation in research using the ‘hierarchical model of children’s research participation rights’ developed by Mayne, Howitt and Rennie (2018). Recommendations are made regarding how research settings should be designed so that they grant the UNCRC right of children’s participation while at the same time enhancing the professionalisation of educators and teachers.
