Methodological reflections on the use of photovoice in educational research to promote children’s participation

Abstract

This study is situated within the field of participatory research with children. It is based on two research projects conducted with children aged three to six in two preschool centres, one in Spain and the other in Italy. Both employed the photovoice technique to explore their perspectives on the educational environment, focussing on their views regarding the organisation of the school. Drawing on these experiences, the article analyses the ethical and methodological challenges that emerged when promoting child participation. The results show that children’s participation through photovoice depends not on age, but on ethical conditions and methodological adaptation to school contexts. Recognising diverse forms of expression and fostering trust were key to meaningful participation, although limited teacher involvement and organisational constraints restricted the process’s horizontality and some children’s expression. To ensure participation, it is essential to include children’s voices from the planning stage and to foster collaboration with teachers and horizontal relationships between children and adult throughout. The study highlights the need to adapt participatory research to school contexts and children’s diversity, presenting photovoice as an inclusive and accessible tool. It also emphasises sharing results beyond the classroom to strengthen children’s active role in their social and educational environments.