When children lead the way: Strengthening children’s participation in preschool field trips through action research

Abstract

This action research study explores how children’s participation in preschool field trips can become deeper, more meaningful and genuinely democratic when teachers critically examine their own practices and intentionally create opportunities for children’s voices and agency. The research was conducted in a preschool in the capital area of Iceland during the 2024–2025 school year, involving 15 children in the oldest age group and the staff working with them. The purpose was to redesign the structure of field trips so that children actively contributed to the preparation, implementation and follow up, drawing on theoretical perspectives from Dewey’s experiential learning, the Reggio Emilia approach and rights-based frameworks such as the United Nations Convention on the Rights of the Child.

Data was collected through a research journal, participant observations, focus group interviews with children and informal conversations with staff. Analytical tools included Hart’s ladder of participation and thematic coding. At the outset of the study field trips were organised entirely by adults, following long-standing routines. Children participated, but did not influence decisions such as destinations, modes of travel or activities. When viewed through Hart’s framework, their participation was located on the lower, largely symbolic rungs.

As the teacher systematically introduced new ways of listening to and consulting children, a shift occurred. Small groups were used to elicit children’s ideas, supported by photographs and visual prompts. These conversations revealed wide differences in children’s prior experiences and cultural backgrounds, highlighting the need for inclusive approaches that value diverse perspectives and ensure equitable participation. As the children’s ideas were incorporated into decision-making their enthusiasm increased and they took growing ownership of the field trips. They discussed who had suggested destinations, anticipated what they might encounter and prepared questions in advance. The study also reveals the importance of redefining the teacher’s role during field trips. In one early example, a guided tour in the city zoo provided limited opportunities for exploration: the children became passive listeners and lost interest. When the teacher later followed the children’s curiosity towards the tropical animal section, the atmosphere changed completely. Children asked questions, shared observations and engaged in spontaneous inquiry. This contrast underscored the need for flexible structures and for educators to read and respond to children’s verbal and non-verbal cues.

A similar pattern emerged in visits to the national theatre, the cinema and the maritime museum. As children became more confident, they initiated conversations, negotiated ideas with peers and linked new experiences to earlier ones. Their participation moved up Hart’s ladder, from adult-led planning towards shared decision-making and, at times, child-initiated projects. One notable example was a theatre-inspired performance that the children proposed and organised after visiting the National Theatre. This project demonstrated how field trips can spark extended creative work, deepen learning and strengthen children’s sense of belonging and competence. The study shows that genuine participation requires time, trust and preparedness. When children received visual information about upcoming destinations and had opportunities to discuss expectations, their sense of security and readiness increased. This aligns with rights-based participation models, which stress that children need both space and support to express their views meaningfully. Through sustained attention to the children’s perspectives and interests, the teacher experienced a profound shift in her professional identity – from organiser and manager towards collaborator and co-researcher.

The findings suggest that field trips can evolve from predetermined events into dynamic processes of shared inquiry. When teachers slow down, listen carefully and share power, children’s confidence, curiosity and learning deepen significantly. The study highlights that children’s participation is not simply a matter of asking for their opinions; it requires rethinking pedagogical routines, embracing flexibility and recognising children as capable agents in their own learning. Ultimately, the research demonstrates that democratic participation enriches not only children’s experiences but also the professional growth of educators and the overall culture of the preschool.