The Ladder of participation

Roger Hart

"Children need to be involved in meaningful projects with adults. It is unrealistic to expect them suddenly to become responsible, participating adult citizens at the age of 16, 18 or 21 without prior exposure to the skills and responsibilities involved. An understanding of democratic participation and the confidence and competence to participate can only be acquired gradually through practice; it cannot be taught as an abstraktion. Many western nations think of themselves as having achieved democracy fully, though they teach the principles of democracy in a pedantic way in classrooms which are themselves models of autocracy."Hart 1992:5

The key element of Hart´s definition is decision-making. He describes participation as a ladder, with levels of youth involvement in projects ranging from non participation to full participation. Roger Harts´ ladder of participation identifies eight levels of participation, as you can see the first three levels are considerate  "non participation":

CHILDREN’S PARTICIPATION AS RECOGNISED IN THE UN CONVENTION ON THE 

RIGHTS OF THE CHILD

"The first four articles listed below focus most exclusively on the right to participate. An additional four are added because they are also explicit in their recognition of the importance of maximizing children's involvement according to their capacities: The headings are by R. Hart:

Freedom of Expression

Article 12

1) States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child.

2) For this purpose, the child shall in particular be provided the opportunity to be heard in any judicial and administrative proceedings affecting the child, either directly, or though a representative or an appropriate body, in a manner consistent with the procedural rules of national law.

Article 13

1) The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through and other media of the child's choice.

2) The exercise of this right may be subject to certain restriction, but these shall only be such as are provided by law and are necessary:

a) For respect of the rights and reputations of others; or

b) For the protection of national security or of public order (ordure public), or of public health and morals.

Freedom of Thought, Conscience and Religion

Article 14

1) States Parties shall respect the right of the child to freedom of thought, conscience and religion.

2) States Parties shall respect the rights and duties of the parents and, when applicable, legal guardians, to provide direction to the child in the exercise of his or her right in a manner consistent with the evolving capacities of the child.

3) Freedom to manifest one's religion or beliefs may be subject only to such implications as are prescribed by law and are necessary to protect public safety, order, health or morals, or the fundamental right and freedoms of others.

Freedom of Assembly

Article 15

1) States Parties recognize the rights of the child to freedom of association and freedom of peaceful assembly

2) No restrictions may be placed on the exercise of these rights other than those imposed in conformity with the law and which are 

necessary in a democratic society in the interests of national security or public safety, public order (order public), the protection of 

public health or morals or the protection of the rights and freedoms of others.

Access to Information

Article 17

States Parties recognize the important function performed by the mass media and shall ensure that the child has access to information and material from a diversity of national and international sources, especially those aimed at the promotion of his or her social, spiritual and moral well-being and physical and mental health. To this end, States Parties shall:

a) Encourage the mass media to disseminate information and material of social and cultural benefit to the child and in accordance with the spirit of article 29;

b) Encourage international cooperation in the production, exchange and dissemination of such information and material from a diversity of cultural, national and international sources;

c) Encourage the production and dissemination of children's books;

d) Encourage the mass media to have particular regard to the linguistic needs of the child who belongs to a minority group or who is indigenous;

e) Encourage the development of appropriate guidelines for the protection of the child from information and material injurious to his or her well-being, bearing in mind the provisions of articles and 18

Special Support for Disabled Children

Article 23

1) States Parties recognize that a mentally or physically disabled child should enjoy a full and decent life in conditions which ensure dignity, promote self-reliance and facilitate the child's active participation in the community.

Education for Personal Fulfillment and Responsible Citizenship

Article 29

1) States Parties agree that the education of the child shall be directed to:

a) The development of the child's personality, talents and mental and physical abilities to their fullest potential;

b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations;

c) The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;

d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;

e) The development of respect for the natural environment.

2) No part of the present article or article 28 shall be construed so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions, subject always to the observance of the principles set forth in paragraph 1 of the present article and to the requirements that the education given in such institutions shall conform to such minimum standards as may be laid down by the State.

Play and Participation in Cultural and Artistic Life

Article 31

1) States Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the 

age of the child and to participate freely in cultural life and the arts.

2) States Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage 

the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity."

http://cergnyc.org/files/2011/09/Encyclopedia-af-youth-activism.pdf 

Are you interested in Roger Harts work? Read more here:

http://www.unicef-irc.org/publications/pdf/childrens_participation.pdf 

Children´s environments research group 

Here  will you find Harts ladder with a short description for every step: 

Pathways to participation: Openings, opportunities and obligations

http://www.ipkl.gu.se/digitalAssets/1429/1429848_shier2001.pdf

Svanholm, Denmark shows an amazing example och children participation in the community´s daily life:

Svanholm