Children as capable evaluators: evolving conceptualizations of childhood in NGO practice settings

Abstract

This paper explores the conceptualization of children and how this limits and enables opportunities for children to be active participants in society. These conceptualizations are put into applied settings by showcasing a practice example of a non-government organization, Windermere, facilitating an evaluative feedback session with children. This provides a new angle from the bulk of peer-reviewed literature which focuses on academic research with children. The practice example extends the conversation about the importance of listening and hearing the voice of children and contributes practical information to add to the development of child aware competencies. By linking theory and practice,..