Content That Listens: Children in Charge
February 13, 2026
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immexpo-marseille.com – When adults design content about children without inviting children into the conversation, something vital goes missing: their own lived experience. A upcoming lecture by Kate Payne on February 25, focused on child participation in decision‑making, offers a timely reminder that every piece of content about young people should start by listening to them first. Shifting from adult‑centered to child‑centered models is not only a legal or ethical concern, it completely transforms how stories, policies, classrooms, and digital spaces are shaped.
Too often, content created for children is polished, colorful, and well‑intentioned, yet still built on assumptions rather than real dialogue. The move toward authentic child participation asks a harder question: what happens when children help set the agenda, choose the language, and judge whether the content reflects their realities? Exploring this shift opens new paths for more inclusive education, policy, and media that treat children as active partners, not passive recipients.
Rewriting Content From the Child’s Point of View
Adult‑centered content about children usually starts from a top‑down view: experts speak, children listen. This structure may seem efficient, but it silences the very voices most affected by each decision. A child‑centered approach inverts that logic. It begins by asking children how they see their world, what feels safe, what feels unfair, and which ideas spark their curiosity. Only then is content shaped around those insights, instead of forcing young people to squeeze into adult expectations.
Consider educational content as an example. Many school materials still focus on transmitting facts rather than nurturing agency. When children help co‑design lessons, the tone of the content shifts. Explanations become more relatable, examples feel less abstract, and questions have more emotional weight. Children tend to notice gaps adults overlook: invisible barriers to participation, hidden biases in illustrations, or confusing language that masks important concepts behind jargon.
This shift does not mean adults abandon responsibility. It means they share it. Adults still provide structure, context, and safeguards, yet they treat children as collaborators whose interpretations shape the final content. From this perspective, Payne’s lecture is not only about rights, it is about quality. Content created with children is usually more accurate, more relevant, and more likely to support genuine learning and well‑being.
Content, Power, and the Right to Be Heard
Content is never neutral; it always reflects power. When adults decide what counts as important without asking children, they set the boundaries of possible conversations. Child participation asks adults to loosen that grip. Inviting children into decision‑making rebalances power, even if only slightly. They gain a say in how their stories are told, which problems deserve attention, and what solutions might work for their communities. This ownership can be profoundly empowering.
There is also a human rights dimension. International frameworks recognize a child’s right to express views on matters affecting their lives. Content that ignores this is not just incomplete, it risks violating that right. Payne’s focus on moving away from adult‑centered models is a direct challenge to tokenism: the practice of asking children for quotes or images while excluding them from real influence. True participation means children’s views can alter the direction of projects, policies, and public narratives.
From a personal perspective, the most powerful content I have seen about childhood has been produced with children as co‑authors. Their questions often cut through adult abstractions. They ask why rules exist, why some voices dominate meetings, why certain topics stay off‑limits. These questions do not simply enrich content; they expose blind spots in adult reasoning. When adults take those questions seriously, decision‑making becomes more honest, even if it also becomes more uncomfortable.
Designing Participatory Content in Practice
Creating child‑centered content requires more than adding a feedback form at the end of a project. It starts with accessible language that children can understand without adult translation. It continues with regular opportunities for children to propose topics, test early drafts, and critique final versions. Methods may include child advisory groups, peer‑to‑peer workshops, creative labs, or story circles where young participants guide the narrative. Each method signals trust: adults show they believe children can generate insight, not just react to pre‑packaged ideas. This stance changes the culture of institutions as much as it changes the content itself. Reflecting on Payne’s lecture theme, the real transformation lies in adults’ willingness to share control, accept challenge, and recognize that better content emerges when those most affected help write it.
