A B S T R A C T
Considering the importance of children's participation in planning and society, several plans and studies have been carried out to pay attention to children's rights and provide a basis for using their knowledge and views in planning. However, few studies have addressed rural children's capabilities and participation mechanisms. The present study used participation planning methods and techniques, such as social mapping, brainstorming, and individual and group interviews, to address rural children's capabilities and participation mechanisms during facilitation projects. To understand the abilities and capacities of rural children (6-12 years old) to participate in village planning. According to the research findings, high motivation, sense of belonging and neighborhood identity, sociability and social participation, commitment, responsibility, genius, and creativity are part of the latent potential and high capacity of rural children. Thus, empowering this group and attracting their participation during any program, in addition to having a significant role in the sustainability of the success of that program, is also very effective in instilling a culture of participation in society and realizing intergenerational learning so that each of the children can play a significant role in the rural development of their communities as small facilitators.
Extended Abstract
Introduction
As an important part of society, children have the right to be actively involved in decisions that have an impact on their lives. The United Nations Convention on the Rights of the Child (UNNCRC) highlights the significance of children's participation, perspectives, and rights in planning and society. Studies and experiences from various projects also demonstrate that when rural children participate in different areas related to their environment, it significantly contributes to meeting their real needs, improving their well-being, and providing growth opportunities. Furthermore, when children actively participate, it facilitates experiential learning and empowers and motivates them to become active contributors to their communities. However, despite efforts to promote children's participation and incorporate their knowledge and perspectives into planning, such as creating child-friendly environments, these initiatives have been limited in number and often implemented temporarily without considering the long-term involvement of children. This study focuses on addressing the limited recognition of the needs and perspectives of rural children. The aim is to identify and analyze the capacities and abilities of children to participate in rural planning. This research seeks to bridge the gap in understanding children's capabilities, potential, and the effectiveness of their participation. The findings of this study serve as a foundation for amplifying the voices of rural children and initiating further discussions and actions in this area.
Methodology
The main goal of PRA in the study is to promote inclusive and sustainable development by ensuring that the voices and priorities of the community's rural children are heard and considered in decision-making processes. By engaging children, PRA fosters ownership, builds local capacity, and facilitates the development of context-specific solutions that are more likely to be successful and sustainable in the long term. Various participatory tools and techniques such as group discussions, mapping exercises, seasonal calendars, transect walks, and brainstorming were used to collect data during the implementation of facilitation projects. In this study, the authors played the role of facilitators throughout the research process, actively involving rural children aged 6-12 years as participants in discussions and the implementation of various techniques. Thematic analysis was then used to extract the abilities and capacities of rural children to participate in rural planning. Participants and other relevant stakeholders reviewed the findings to ensure scientific accuracy.
Results and discussion
The study showed that rural children possess impressive competencies and capabilities, which enable them to actively and willingly participate in decision-making and planning processes about their communities. The findings emphasized the significance of intergenerational knowledge exchange, a strong sense of belonging and neighborhood identity, sociability, and active social participation as crucial abilities and capacities of rural children. These factors play a vital role in their meaningful involvement in shaping their communities.
This study will provide a theoretical framework for understanding the significance and benefits of involving children in rural planning and development, offering insights into both the practical outcomes and theoretical underpinnings. As mentioned in other studies, with children's participation in rural planning and development, intergenerational knowledge exchange, citizen participation, empowerment and resilience, intergenerational cooperation and sustainable development and intergenerational justice can be facilitated. In this regard, creating platforms such as children's associations by creating a sense of value in them and emphasizing the importance of their role in development can also lead to motivating them to participate actively. However, before using any mechanism, a necessary assessment of existing opportunities, facilities and capacities, institutions, infrastructures, and costs should be done to find the most effective participatory mechanisms for rural children. Also, methodological considerations, such as appropriate methods for listening to children and ethical issues surrounding interviews with children, should be taken into account.
Conclusions
In conclusion, this article has emphasized the crucial role that rural children can play in decision-making processes concerning their communities. By recognizing their unique perspectives and involving them in participatory mechanisms, initiatives, and techniques, we can ensure that their needs are met and their voices are heard. Through their innovative ideas and fresh outlooks, rural children can contribute to more comprehensive and thoughtful rural planning initiatives, leading to sustainable development. Therefore, investing in rural children and their organizations is essential to empower them and build their soft skills. By doing this, we can generate significant results in enhancing development opportunities and social participation. Finally, it is essential to note that the participation of rural children must be meaningful, and their views and opinions must be considered without being altered for the benefit of adults.
Funding
There is no funding support.
Authors’ Contribution
The authors contributed equally to the conceptualization and writing of the article. All of the authors approved the content of the manuscript and agreed on all aspects of the work declaration of competing interest none.
Conflict of Interest
The authors declared no conflict of interest.
Acknowledgments
We are grateful to all the scientific consultants of this paper. |
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