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Models for Children's Involvement

Nordic countries mark the 20th anniversary of the UN Convention on the Rights of the Child

image of Models for Children's Involvement

2010 is the 20th anniversary of the UN Convention on the Rights of the Child. In honour of this, we present in this publication 23 selected articles about children’s involvement in the Nordic countries and in the self-governing territories of Greenland, the Faroe Islands and Åland. The articles illustrate a broad spectrum of models for participation as applied in central arenas in everyday lives of children and young people: pre-schools and schools, culture and local environment, and in political decisions. We have also included articles that concern the involvement of children and young people with experiences as clients in the welfare support system. An important goal is that these examples will serve as inspiration and toolkits for others who work with children and young people. This publication was produced by Norwegian Social Research (NOVA) as commissioned by the Nordic Committee for Children and Young People (NORDBUK) at the Nordic Council of Ministers.

English Finnish, Icelandic

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Culture, leisure time and surroundings

Children’s knowledge and perspectives receive far too little emphasis in municipal plans and decisions. There is now growing awareness that this must change. In this chapter, we look at seven examples of how foundations can be laid so that young people can participate in shaping their own leisure time and exert influence over planning their surroundings. Three of the articles mainly concern the physical surroundings and how children’s involvement can strengthen the planning and decision-making processes. We learn about whether the Norwegian MIABE method is usable for making children and young people aware of the physical planning of their local environment, and involving them in simple, small-scale improvement projects. The Soft GIS method described in the Finnish project also shows a model that forms a structure for involvement in planning the surroundings. In the Icelandic project presented towards the end of the chapter, children are involved in planning a new school building.

English Finnish, Icelandic

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