Children are not just participants: what a global child research ethics project means for early childhood practice

A global child research ethics initiative led by Abu Dhabi’s Early Childhood Authority is placing renewed focus on children’s rights, safety, voice and participation. For early childhood education and care (ECEC), the project reinforces a broader conversation about recognising children as capable individuals whose views, experiences and wellbeing must remain central to decisions that affect them.

Around the world, research plays an important role in shaping how societies understand children’s development, learning, health and wellbeing.

From early intervention programs and educational approaches to wellbeing initiatives and policy decisions, research helps inform the systems and practices designed to support children.

But an important question continues to guide this work:

How do we ensure children are not only protected in research, but genuinely respected and heard?

A global project led by the Abu Dhabi Early Childhood Authority (ECA) has explored this question, focusing on strengthening ethical approaches to research involving children and ensuring children’s rights, safety and wellbeing remain at the centre.

For the early childhood sector, the message extends beyond research.

It highlights a principle that sits at the heart of quality practice: children are active participants in their own lives.

Historically, conversations involving children have often focused on what adults need to do to keep children safe.

Protection remains essential.

However, contemporary approaches to child rights recognise that children also need opportunities to express their views, participate and contribute in ways appropriate to their age and development.

This includes recognising:

• children’s preferences
• children’s communication
• children’s experiences
• children’s right to be listened to.

Children may not always communicate through words, particularly in infancy and early childhood.

They communicate through:

• facial expressions
• behaviour
• body language
• engagement
• relationships.

The role of adults is to notice, interpret and respond respectfully.

Early childhood research influences many areas of practice, including:

• child development
• learning approaches
• wellbeing programs
• inclusion
• early intervention
• policy decisions.

Strong ethical approaches help ensure research involving children considers:

• safety
• privacy
• informed participation
• cultural context
• children’s individual needs.

This builds trust between children, families, researchers and communities.

While the Abu Dhabi project focuses on research ethics, the principles strongly align with everyday early childhood education and care.

The Early Years Learning Framework (EYLF V2.0) recognises children as capable and competent learners who have agency and contribute meaningfully to their world.

In practice, this means educators support children by:

• seeking their ideas and perspectives
• respecting choices where appropriate
• involving children in decisions
• listening to verbal and non-verbal communication
• adapting approaches based on children’s responses.

A child’s voice should not only be considered during major decisions.

It should be visible in everyday moments.

The project also connects with broader global conversations about child safeguarding.

Creating child-safe environments requires more than policies and procedures.

It requires cultures where children feel:

• safe to communicate
• confident adults will listen
• respected as individuals
• supported when they express concerns.

When children regularly experience adults responding to their views, they develop confidence that their voice matters.

For approved providers, service leaders and educators, the growing focus on child rights provides an opportunity to reflect:

• How do children influence decisions within the service?
• Are children’s perspectives visible in documentation?
• How are non-verbal children heard?
• Do routines support children’s agency?
• Are educators supported to recognise and respond to children’s cues?

These questions move practice beyond compliance and towards a deeper culture of respect and participation.

Ethical practice begins with how adults view children.

Not only as people who need protection, but as individuals with ideas, preferences, experiences and rights.

The global focus on child research ethics provides a timely reminder for early childhood education:

Listening to children is not an additional practice.

It is fundamental to quality, safety and respect.

Because when children know their voices matter, we build environments where they are truly seen, heard and valued.

Read the full report Abu Dhabi completes global child research ethics project to protect children in studies here.