My Rights, My Voice Vignettes
My Rights, My Voice Vignettes
1. Seeking children's consent is an identity-affirming process
The first step in the 2025 program involved seeking consent from children to participate. This was led by the children’s educators – their trusted adults and the people that know them best at SDN.
Children of all ages were shown an information sheet that had pictures of their teachers and other people who would be listening to their feedback, including CEO Kay Turner. The educators shared the consent form with them, asking them to make a mark or sign the paper if they agreed to being asked questions.
Many of the toddlers relished being asked by their educators if it was ok to ask them questions. They looked at the pictures, colours and words on the paper and left their mark, a splash of colour or their imprint to say yes, it was ok to ask them questions. An infants’ teacher reported being surprised when the children used the actual space designated for the signature.
Preschoolers were excited about being invited to meet in small groups to answer questions. The formality of the environment (the Centre Directors’ office) and the paperwork made them proud of being part of important work. One child asked their teacher if they could take the consent form home to show their parents, demonstrating pride in sharing their thoughts with their teacher.
Why is this important?
Seeking consent from children powerfully communicates to them the value of their contribution. Listening to and honouring their choice is a key part of affirming their developing sense of self.
Children’s participation promotes self‑worth, connectedness, courage and compassion as traits for navigating society now and in the future. Exercising the ability to share ideas and provide feedback is also foundational to children’s safety as individuals and within a group.
