International public organization Labor and Health Social Initiatives (LHSI) conducted a training "TOY4Participation Approach. Children's Participation Practices: From the UN Convention on the Rights of the Child to Everyday Work".
The event brought together professionals from preschool and non-formal education, rehabilitation centers and public organizations who are looking for modern, partnership and sensitive approaches to interacting with children. For LHSI, this training was another step in developing expertise in the field of early childhood and disseminating practices that strengthen the role of the child as an active participant in the educational process.

From doubts to rethinking the role of the child

Trainers Olena Chuiko and Marharyta Kotiash note that the initial reaction of participants to the idea of ​​children's participation in decision-making was cautious - and sometimes skeptical.

Common question — "What age is this for?" — revealed the traditional notion that a child's right to vote begins only in school years, not in early childhood.

"There was a lot of doubt and even skepticism: “Can a small child really influence decisions, especially at the institution level?”", — recalls coach Olena Chuiko.

That is why an important part of the training was to explain that participation at an early age is not about shifting responsibility onto the child, but about changing the adult's approach, their communication style, and respect for the child's initiative.

“Participation” step by step: LHSI practices

The approach was mastered gradually - through exercises, case studies, and deep group reflection.
The trainers structured the process so that each activity opened up a new dimension of understanding participation.

Particularly transformative was the work with Roger Hart’s “steps of participation,” where participants analyzed situations and determined the level of involvement of the child by literally “standing” on the appropriate step. This exercise became a turning point in rethinking the very concept of participation.

Other practices offered by LHSI trainers also aroused great interest:

• using fairy tale therapy as a tool for demonstrating a child's initiative;
• role-playing and case studies with different age groups (0–2, 3–6, 7–10 years old);
• analysis of adult behavioral patterns through shared reflection.

The participants spoke especially warmly about the “Greeting” exercise, which was presented by the trainer. Marharyta Kotiash:

"A simple but very effective exercise. The child independently chooses how to greet the teacher - and from the first minutes he receives a sense of choice, respect, and autonomy."

From training to pilot initiatives

The third day of the training was dedicated to designing our own pilot practices.
Under the guidance of trainers, participants:

• formulated the goal and expected results,
• identified those responsible,
• adapted the tools to their institutions,
• designed the implementation in the activity paradigm.

The ideas covered a wide range: from private kindergartens to rehabilitation centers and informal education.

Everyone came to a common conclusion: implementing the philosophy of child participation requires teamwork of the entire institution and involving parents as partners. This is not a one-time activity, but a systemic change that requires ongoing training, guidance, and support.

Challenges of war and internal resistance

A separate block was dedicated to work in wartime.
Trainer Margarita Kotyash emphasized that the military context increases emotional exhaustion, makes planning unpredictable, and creates additional barriers.

Key challenges include:

• chronic stress in children and adults;
• disruption of routines due to air alarms;
• lack of safe spaces;
• reduction of human resources.

Despite this, participants are already implementing strategies that help maintain participation: short practices, creating an emotionally safe environment, involving parents, adapting tools to shelters and the online format.

At the same time, the trainers drew attention to another level of resistance - the one associated with changing pedagogical beliefs.
The transition from an authoritarian model to a partnership model can cause fear, fear of chaos, or a desire to “fake” participation without true understanding.

That is why implementing participation is not about tools, it is about changing the role of the adult and rethinking the interaction with the child.

The training confirmed the key role of LHSI in implementing modern approaches to interacting with children and supporting professionals in their professional growth.
The organization consistently develops expertise in the field of early childhood and promotes practices based on respect, collaboration, and recognition of the child's voice.

The trained professionals received not only new knowledge, but also practical tools and support that will help them implement a participatory approach in their institutions.

The event also received international acclaim — International Step by Step Association (ISSA) published a separate article about it. You can read it at the link: https://www.issa.nl/content/un-convention-to-everyday-practice-how-LHSI-shaping-new-vision-childrens-participation