Keywords

1 Introduction

This chapter delves into the experiences of the Portuguese UMinho team within the SMOOTH project. Within the theoretical realm of the sociology of childhood, there is a growing emphasis on acknowledging the active role of children in the co-production of knowledge. This represents a significant departure from the prevailing approach that primarily views education through the lens of adults, neglecting the child’s perspective. The shift in perspective is clearly evident in the study we are about to present.

The team conducted two action research projects in two non-formal education settings: the Children’s Club, that took place during a block of time designated for Supervised Free Activities (SFA), facilitated by the partnering NGO, during the after-school hours. Participation in the activities offered by the NGO to the children during this time block is not mandatory. And the, based at the headquarters of a non-governmental organization. These projects spanned from March 2022 to February 2023.

In both of these contexts, our work involved children aged 8–12 years who came from disadvantaged socio-economic and cultural backgrounds. These children were characterized by disruptive interactions and faced challenges related to a lack of material resources.

The primary objective was to establish environments conducive to democratic citizenship and the exploration of innovative approaches grounded in principles of equality, collaboration, sharing, and caring. These environments aimed to foster knowledge creation through collaborative efforts among children, youth, children/youth, and adults, with children playing a significant and active role. Additionally, the intention was to put into practice the principles of Education as a Common Good, including collective freedom and experimentation, equal participation, solidarity, unity, care, and sharing.

Through this intervention in both contexts, a fresh perspective emerged regarding the involvement of children in decision-making processes and participation mechanisms that promote shared governance, reducing the level of control exerted over both children and adults. This shift opened up new possibilities for a more equitable distribution of power and facilitated learning through co-construction.

During the implementation of these two interventions, the team utilized qualitative methodology and opted for action research as the primary approach. Action research played a pivotal role in establishing a collaborative space that fostered active listening and dialogue between adults and children. The central themes of these discussions revolved around issues related to their rights and well-being. The overarching objective was to advance social inclusion and cultivate active citizenship among all participants.

In this chapter, we will elucidate four crucial dimensions in the establishment of Education as a common good: participation, sharing, collaboration, and care. We will do so by leveraging a range of research techniques, including informal conversations, peer-to-peer interviews, video recordings, participant observation, field notes, and photographs.

Our objective is to present and contemplate, using the voices of children themselves, their perceptions regarding the possibilities of individual and group participation within the context of research-action. Additionally, we aim to explore how these activities can promote emotional self-regulation behaviors, facilitate interaction with others, and foster the development of new forms of caring for others. These new forms of care encompass empathy, reciprocity, cooperation, and collective creativity.

The chapter is divided into three parts. The first part provides a concise theoretical framework regarding the concept of children as commoners. In the second part, we offer a rationale for the methodological choices made during the intervention. These choices supported the data collection process, which is discussed in the third and concluding section of this chapter.

2 Children as Commoners

The collective construction of the common good, which hinges on active participation, underscores the significance of viewing children as social actors and individuals with inherent rights [1,2,3]. The evolving civic status of children recognizes them as competent social actors who possess the ability to make choices and express their ideas autonomously, thereby having their own agendas [4,5,6,7].

Ideally, the educational process for children should equip them with the skills and capacities necessary to engage in processes of authorship and autonomy effectively [8], p. 53. When children are actively involved in processes that were initially directed toward them, it acknowledges their capacity to think and act not only in relation to themselves but also in regard to others, whether they are children or adults, as well as various situations and ideas [9], p. 162.

From this perspective, institutions dedicated to childhood should be seen as the result of a social construct formed by a community of human agents, emerging from active interactions with others and society at large [9], p. 87.

The field of sociology of childhood plays a significant role in addressing the social concerns surrounding children, especially within a global context characterized by conflicts and contradictions that often place children at the center of various paradoxes [10, 11]. It delves into the societal constructions of childhood across different contexts and explores the structural conditions that define children’s place in society. These conditions shape the conceptualizations and interpretations of how children exist and engage with the world.

Contrary to classical approaches to socialization, which tended to perceive children as passive recipients in the educational process, a new perspective on children has emerged—one that we endorse: that of the child as a social actor [12,13,14], or the child-citizen. This perspective recognizes children as individuals with rights, particularly the right to democratic participation, which includes involvement in decision-making processes [1,2,3, 15].

The sociology of childhood plays a crucial role in promoting the recognition of childhood as a social category and acknowledging children as active participants in society. This perspective, as articulated by Corsaro [4], p. 35, underscores that it is not a mere prejudice or a politically motivated notion but rather a comprehensive process of reevaluation. This process resembles those undertaken with marginalized groups such as women, minorities, post-colonial populations, and the LGBTQ + community, all of which have historically been overlooked and underestimated by traditional scientific discourse.

Affirming the child as a social actor places a strong emphasis on examining their actions as active and imaginative agents. These children are capable of transforming and reproducing reality in a multitude of ways, engaging in negotiations with both adults and peers. They also develop new forms of communication, language, discourse, and action that supplement the prevailing adult culture [16].

The examination and exploration of these processes of interpretive reproduction, especially within the context of peer culture, represent a significant challenge within the field of the Sociology of Childhood. Furthermore, the centrality of children’s actions and voices as equal partners in research is a hallmark of the Social Studies of Childhood.

Equally important is the examination of how children’s rights to participate and express their opinions and actions in the public sphere are framed. As Pechtelidis and Kioupkiolis [17], p. 2 assert, acknowledging children’s involvement in collective processes encompasses both political and practical aspects of their agency. This includes their capacity to influence the contexts in which they live. Such recognition necessitates not only respecting their voices but also honoring their choices.

Consequently, we assert that children’s participation serves as a cornerstone in educational environments centered on and promoting the common good. However, for the common good to genuinely manifest, it is imperative to exercise epistemological vigilance concerning how it can be channeled into the service of collective endeavors aimed at constructing the common good. These endeavors entail children’s active engagement, where they perceive themselves as integral contributors to the development of frameworks emphasizing care, freedom, solidarity, and democracy. This can only be achieved through more inclusive and participatory dynamics, fostering collective and intergenerational collaboration in the co-creation of knowledge and the collective management of shared resources.

3 Methodologies and Fieldwork

Our fieldwork commenced through a collaborative partnership with all the third-party practitioners affiliated with the NGO, a collaboration that proved essential in shaping our research efforts. The core mission of this non-governmental organization is to safeguard children from being left unsupervised at home or exposed to potentially adverse situations within their neighborhood.

The UMinho team actively engaged in knowledge sharing, acquainting the third-party practitioners with the principles underpinning the Smooth Project. Furthermore, we conducted training sessions focused on pedagogy and conflict management. These sessions were designed to facilitate dialogues regarding the dynamics of relationships between adults and the children involved in the program.

As a result of this collaborative effort, the third-party practitioners, who had direct interactions with these children, began to recognize the importance of involving the children in a more participatory and democratic process. This involvement extended to activities such as defining program activities, selecting materials, organizing and maintaining the spaces where these activities occurred, and even planning outings. The overarching objective was to improve attendance, motivation, satisfaction, and the overall well-being of the children under their care.

The research team implemented the “pedagogy of listening” alongside other participatory methodologies to ensure that children’s voices were not only acknowledged but also genuinely considered in the decision-making process. Our primary objective was to give prominence to the ideas and actions proposed by the children. Working with these two groups of children proved to be quite challenging, requiring the adults to provide more structured guidance than initially anticipated. This guidance was essential in helping the children develop self-regulation skills, express their opinions, and make collaborative decisions.

To achieve this, we adopted project-based learning as a means to actively engage the children in the co-creation of a collective that could collaborate with professionals and serve as representatives for their peers in the decision-making processes related to the day-to-day activities within the third-party program.

The research process was underpinned by a qualitative methodology, employing an action-research approach. In terms of research techniques, our team utilized a diverse set of tools, including video recordings, participant observation, field notes, photographs, and peer-to-peer interviews. These techniques were instrumental in capturing the rich and multifaceted experiences of the children involved in the study.

The process of co-creating with children began by identifying the largest group of children (comprising almost 30 children), introducing the Smooth Project and the UMinho team, and proposing the identification of children who would like to participate in both projects, representing their peers in the decision-making process at the third party. Following the identification of the smallest group of children, several sessions were held to gather information on the relational dynamics between peers and interests.

The research-action project was developed between March 2022 and January 2023, with the first phase taking place from March to July 2022, followed by a pause during which the team reflected on the process to prepare for the second phase, which occurred from September 2022 to January 2023.

The analysis was conducted using a qualitative content analysis approach, which involved triangulating data collected through various research techniques employed by the researchers. The data was organized according to a categorical framework constructed based on the dimensions indicated below.

4 The Challenges

In this section will be presented the main challenges experienced in both research-action projects in terms of (1) Participation: empowering voices and agency; (2) Sharing: fostering Inclusivity and Collective Ethos; (3) Collaboration: fostering Collective Creation and Synergy; and (4) Care: cultivating Empathy and Collective Well-being.

4.1 Participation: Empowering Voices and Agency

The SMOOTH Project, rooted in the collaborative ethos between children and adults, seeks to create shared spaces fostering the co-production of knowledge and alternative perspectives. Central to this endeavor is the principle of children’s active participation in shaping their educational experiences and co-creating their common spaces.

Drawing insights from the Children’s Club case (Case 1), our analysis centers on the children’s journey as they navigate the intricacies of participation and decision-making processes. The process of data analysis uncovers a multitude of challenges faced by the children throughout the project, providing valuable insights into their developing sense of agency and ownership.

The children’s interests and preferences became apparent, particularly in their interaction with the materials at hand and their opportunities for physical activity. Initial observations highlighted a preference for group participation, yet the path towards individual and collective involvement posed its own set of challenges.

One such challenge arose as the children wrestled with comprehending and adhering to established rules, which sometimes led to encroachments on each other’s personal space and disruptions during conversations. In response, adults played a vital role in facilitating negotiations within the group to establish rights and responsibilities. Although this process initially led to some commotion and resistance, it marked a significant turning point in nurturing a collaborative atmosphere conducive to harmonious coexistence.

The process of negotiating rights and responsibilities provided a glimpse into the children’s agency and their eagerness to take part in shaping the rules that governed their interactions. Despite initial challenges, the children actively engaged in suggesting consequences for breaches of these rules, demonstrating their evolving sense of ownership within the group. The following excerpt illustrates a collective negotiation process aimed at defining rights and responsibilities within the group:

B4,9A says that in the previous phase (1st round) ‘We participated in all that noise.’

W5 asked him what they should do this year so that the noise wouldn’t be so loud.

W1 asks, ‘What should we do so that we don’t have to shout all the time inside the room?’

W5 proposes, ‘Can I suggest something? Let’s think of rules to make the Children’s Club a calmer and more peaceful place. Everyone thinks and then shares and writes a rule on the board. What do you think?’

The children agree and start recording their proposals.

In this process, there is a lot of commotion, nobody is interested in hearing their peers’ suggestions, and some children start crying because they are being assaulted by their peers.

W5 calls the group to discuss this issue and think about how they can, together, do something to change that situation.

Do you have any suggestions, B4,9A, W5 asks B4,9A, one of those responsible for the assaults.

B4,9A doesn’t respond.

W5 asks the same question to the group.

Some say “no,” but someone also suggests “apologise”; “give a hug.”

“What can we do to avoid these situations?”—W5 asks.

A boy proposes, “Don’t hurt others.”

“Does everyone agree?”—W5 asks.

“Yes,” they respond in unison.

W5 proposes to the group to think of a consequence whenever the rule is not followed.

Several suggestions are made: apologise; help those who are hurt. (Field note, 10/11/2022)

Even with the guidance provided by the adults, the children’s active involvement in negotiating their rights and responsibilities marked a pivotal moment in nurturing the collaborative aspect of common education.

Another remarkable event was the collective decision-making process employed to democratically choose a name for the space utilized by the children throughout the project. The subsequent section elaborates on the unfolding of this process:

The monitor suggested dividing the children into small groups to work on an activity related to choosing the name of the space. Although the activity was accompanied by a high level of noise and some reluctance from the children to participate, the proposed small groups were successful in developing a suggestion for the name of the space. The group then shared their proposals in a larger group, which collectively made the final decision on the definitive name. (Field note, 23/06/2022)

Indeed, the children participated in a democratic procedure that encompassed small group discussions, proposal presentations, and collective deliberations. This process served as a testament to their ability to collectively determine a name—ultimately settling on “Children’s Club,” a choice that mirrored their shared identity and sense of ownership over the space.

Furthermore, the participatory process of naming the project’s space showcased the children’s aptitude for collective decision-making. Even when disagreements arose on occasion, certain children demonstrated their willingness to adjust their positions through negotiation, underscoring their dedication to collaboration and their ability to discover common ground.

While challenges were indeed present, the journey of participation within the Children’s Club also brought to light significant achievements. As the intervention continued, some children exhibited a growing interest in decision-making processes. They actively engaged in activities that required reflection and decision-making, signifying an evolving sense of agency and ownership. Notably, the children’s enthusiasm and effective participation were particularly pronounced during musical activities involving instruments, singing, and movement. These activities brought joy and cooperation to the entire group, serving as a testament to the positive outcomes of their active participation.

The examination of children’s participation within the Children’s Club, unfolds a dynamic narrative that encompasses both challenges and achievements. As the children navigate participation and decision-making processes, they face obstacles that put their agency and collaborative skills to the test. However, in parallel, they demonstrate remarkable growth, actively engaging in the establishment of rules and the decision-making process, which ultimately fosters a sense of ownership within the group. The SMOOTH Project serves as a compelling example of the potential for children’s active participation in shaping their educational experiences and in co-creating communal spaces.

The challenges and progress witnessed within Case 2, the establishment of the “Children’s Advisory Board,” provide valuable insights into the multifaceted dynamics of children’s participation in the project. The insights drawn highlight the intricate nature of children’s involvement in peer governance practices, the development of shared rules, and the decision-making processes.

The following field note captures some of the initial difficulties encountered in this endeavor:

During the initial phase, children encountered difficulties when it came to participating in peer governance practices and adhering to shared rules. These challenges necessitated adult intervention to facilitate the development of positive relationships among them. An illustrative field note was recorded during an activity involving the distribution of balloons filled with dreams to the children.

Throughout this activity, multiple instances occurred where children struggled to respect their peers’ balloons, resulting in various conflicts characterized by verbal aggression, expressions of sadness (including crying), and even physical altercations. While there were some successful attempts at cooperation, these incidents serve as tangible examples of the hurdles faced in establishing a culture of mutual respect and cooperation among the children. (Field note, 22/07/2022)

Initial observations highlighted that the children faced difficulties in adhering to shared rules and showing respect for their peers’ belongings during an activity centered on balloons filled with dreams. Consequently, conflicts frequently erupted, marked by instances of verbal and even physical aggression. These incidents underscored the initial challenges in cultivating a culture of mutual respect and cooperation among the children.

Furthermore, the act of respecting established rules, including waiting for one’s turn to speak, proved to be a challenge for certain children, prompting the need for adults to assume a regulatory role. Testimonies provided by the children exemplified their struggle to navigate these shared rules during the project’s initial phases:

I did it like this...there were still activities but the kids decided. If the kids wanted to stay in the [name of the non-governmental institution] or go, you would make that decision, right? But how would you do that? Like...yeah...we would do what you say and I forgot (about the activities)...and...the students were playing and they just started playing now. And I let them keep playing. I would say, ‘Do you want to stay here or do you want to come with us?’ And then I would tell them about the activity. If they wanted to come, they would come. If they didn’t want to come, they would stay. (Field note, 14/09/2022)

Bringing up the discussion on how the Children’s Advisory Board operates and what should be the role of each individual in it is indicative of promoting shared governance skills, shared rules, and decision-making. Despite diverse strategies employed, children’s initiative and protagonism in co-constructing project dynamics were notably limited, hindering their empowerment as active participating social agents in public life.

In the second round of implementation sessions, with the reorganization of the children into a smaller group and dynamics focused on the organization of the Children’s Advisory Board, children gradually became aware of the coordination structures and the organizational chart, becoming aware of the need for dialogue with these interlocutors for decision-making. As we can see in the field notes of this activity:

During the meeting, there was a discussion about the role of the coordinators, specifically the coordinators of [name of non-governmental institution] and the studies and projects department. The children demonstrated a clear understanding of the differences between the two roles and when they could approach each of them for decision-making and suggestions. (Field note, 18/01/2023)

Indeed, the children articulated their desire and necessity for the Children’s Advisory Board to have a dedicated space of its own. This recognition underscores the fundamental requirement for the board to have its own designated area, which is essential for promoting its visibility and affirming its democratic functioning:

We entered to see the office that would have been for RSI (Social support subsidy), however, the room was empty, and it was explained that this service had been relocated to a different physical location, but it still belongs to [name of non-governmental institution]

Expressions like, ‘Can we then have this room for our advisory council?’ were uttered by B17,11A. (Field note, 18/01/2023)

The process of organizing the Children’s Advisory Board, illuminated the children’s active participation. They actively contributed to defining individual roles, determining meeting schedules, and selecting appropriate meeting spaces. This collective effort aimed to foster active citizenship in public life and establish mechanisms for children’s engagement in institutional affairs.

Within the Children’s Advisory Board, there is a notable and relevant episode concerning how children’s suggestions are acknowledged, listened to, and integrated into decision-making processes. This, in our perspective, represents one of the most significant aspects of empowering children as active social agents participating in public life. During one of the initial phases of the research process with these children, a statement was made by B15,12A:

... just one more thing, in the field I would put something to drink water, a water fountain so that people could fill their bottles, people who didn’t have bottles could drink. (Field note, 14/09/2022)

As the project unfolded, it witnessed this transformative episode that underscored the importance of considering and mobilizing children’s suggestions in decision-making processes. That is, one child’s suggestion, made months earlier, was acted upon, resulting in the installation of a water fountain in the NGO.

Children’s Advisory Board illuminates the active participation of children in organizing the advisory board, encompassing tasks such as defining individual roles, determining meeting schedules, and selecting appropriate meeting spaces. This process is indicative of a broader effort to foster active citizenship in public life and establish mechanisms for children’s engagement in institutional affairs—a crucial element in promoting children’s participation in the public sphere and enhancing their involvement in the institutions that occupy a significant portion of their daily lives.

The exploration of children’s participation within Case 2 of the SMOOTH Project reveals both challenges and progress. While initial obstacles tested the children’s ability to adhere to shared rules and governance practices, the project’s evolution showcased their growing capacity for active involvement. As children grapple with issues of mutual respect and cooperation, they take incremental steps toward empowerment as active participating social agents in public life.

4.2 Sharing: Fostering Inclusivity and Collective Ethos

Within the SMOOTH Project, the notion of sharing goes beyond simple resource exchange; it embodies the values of inclusivity and collective responsibility. In Case 1—Children’s Club, we had an opportunity to delve into the intricate dynamics of sharing among children. Initial observations revealed challenges in this regard, as children grappled with finding the right balance between their individual desires and the well-being of the group. However, a transformative moment emerged, marking a notable shift in the landscape.

During an illuminating instance, two children emerged as proponents of equitable sharing. This is evidenced by the subsequent field note:

During a lunch event organized by the team to conclude the activities with the group of children, some additional children who were not part of the group approached the room. One child promptly asserted that he did not belong to the group and, therefore, had no right to enter and partake in the lunch. However, two other children (B6,10A and B7,9A) swiftly countered this notion, expressing that there was enough food for everyone, and it was excessive for just the designated group. As a result, all the children gathered in the room. (Field note, 13/12/2022)

Their voices resonated with an impassioned plea for inclusivity, underpinned by the belief in the sufficiency of available resources for all participants. This pivotal moment bore testimony to the emergence of a collective ethos of sharing, signifying a heartening development within the group.

Moreover, the transition from self-interest to collective sharing extended beyond the immediate context. A poignant incident featuring B6,10A illuminated this dimension further:

B6,10A takes several cookies in a napkin and looks for the educational assistant to offer her one. The remaining cookies were wrapped in a napkin and stored in the backpack to take home (he has 5 younger siblings, the children recently returned home to their parents after being institutionalized for some time) (Field note, 05/07/2022).

That is, displaying profound thoughtfulness, B6,10A meticulously bundled several cookies within a napkin and offered one to the educational assistant. Yet, this act of sharing transcended the confines of the group, as the remaining cookies were tenderly wrapped and carried home. This gesture, instigated by the recognition of the presence of B6,10A’s five younger siblings, epitomized a dimension of sharing that traversed spatial boundaries.

In Case 2 the children’s active engagement in shaping the Children’s Advisory Board was a significant achievement in shared governance. They discussed organizational structures, roles, and decision-making processes, emphasizing their commitment to sharing ideas and responsibilities. However, this collaborative process was not without its challenges. The children grappled with finding a balance between their individual desires and the collective decision-making process, revealing the need for facilitation to strike a harmonious equilibrium.

The logo design activity provided an opportunity for the children to express their creativity collectively, once they brainstormed and selected a symbol that embodied the group’s identity, showcasing their ability to collaborate creatively. However, it also exposed the intricacies of consensus building, requiring them to share perspectives and negotiate until a unanimous decision was reached, which, at times, presented challenges.

Children expressed their thoughts openly, fostering a sense of belonging and inclusivity. Nevertheless, facilitating meaningful dialogue posed challenges, as children with diverse backgrounds navigated language barriers and varied communication styles, which required careful facilitation. The inclusion of Ukrainian children added a layer of complexity to the sharing dynamic due to language barriers. These barriers challenged their ability to share effectively, necessitating innovative solutions. Despite these challenges, they demonstrated resilience and found alternative ways to participate, emphasizing the pivotal role of communication in sharing and integration.

As the group size reduced, children became more aware of coordination structures and shared governance. They actively discussed roles, schedules, and meeting spaces, showcasing their evolving understanding of shared Achieving consensus and managing shared responsibilities remained an ongoing process, and the challenges persisted in finding the right balance. However, instances of conflict seem to present opportunities for sharing solutions. For example, when conflicts arose during balloon activities, the children demonstrated a willingness to share and collaborate on resolutions, promoting conflict resolution and cooperation, solutions such as:

as lending your own balloon to your colleague, support in accepting that balloon burst but that the dreams continued to exist. (Field note, 22/07/2022)

However, these moments of conflict required adult guidance and support to navigate effectively.

The challenges of children’s sharing within Case Study 2 unveil the multidimensional nature of sharing in educational contexts. While sharing promotes collaboration, inclusivity, and collective decision-making, it also presents hurdles that require careful facilitation. Recognizing the complexities of sharing is essential for fostering a culture of active participation and nurturing a collective ethos among children. Sharing, in its various forms, emerges as a cornerstone of children’s involvement in co-creation processes, emphasizing their capacity to influence and contribute to educational initiatives.

4.3 Collaboration: Fostering Collective Creation and Synergy

At the core of the SMOOTH Project, collaboration blossoms as a guiding principle, fostering collective creation and synergy among children and adults. The present research highlights the importance of collaborative skills in promoting children’s active involvement and social inclusion, also revealing the challenges faced and the progress observed in fostering collective creation and synergy through various activities.

Within the Children’s Club, the aspect of collaboration gradually surfaced as the project progressed. Initially, children faced challenges in participating in cooperative endeavors. Adult intervention sought to provide opportunities for skill development in collaboration. The creation of the “Children’s Club Song” serves as an illustration of this transformative journey. This creative process spanned eight sessions, commencing with the active engagement of the children in musical activities. It became apparent that music served as a potent medium to pique their interest and engagement. The children eagerly shared and deliberated on their ideas, making music a conduit for nurturing creativity and cooperation.

The task of creating the song involved small groups brainstorming and collecting meaningful words. Collaboratively, adults and children assembled the final lyrics into five stanzas, considering rhyme. Subsequent sessions focused on memorization, melody, and choreography, culminating in the recording and presentation of the song to the larger group. This activity underscored the power of teamwork, both among children and between children and adults, resulting in a collaborative “product”. It demonstrated dimensions of cooperation and collective creativity as children actively engaged in musical and choreographic activities, showcasing children’s capacity for collaboration and enthusiasm for collective creation.

During the initial phase of the Children’s Advisory Board, cooperation among the children was minimal, consistently requiring adult intervention. However, as the group size diminished during the second round, and the children took on the task of organizing the Consultative Council, substantial progress in collaboration began to surface.

Group activities encouraged children to share their opinions and engage in critical reflection individually and collectively. They deliberated on prerequisites for decision-making, such as acquiring relevant information and engaging in discussions. Additionally, they contemplated crucial skills for advisory council members, including active listening and participation. Importantly, many children participating in these dynamics hailed from socially and economically disadvantaged backgrounds, typically excluded from decision-making processes concerning their lives. So, involving them in such mechanisms represents a powerful strategy for promoting social inclusion, and building competencies in children, like expressing their ideas and having them considered in decision-making, is vital for fostering social inclusion. Furthermore, the engagement of children in documenting significant aspects of their neighbourhood through photovoice and sharing them with the public contributes to social inclusion efforts, particularly for those from disadvantaged social backgrounds.

The project’s commitment to nurturing collaborative skills among children has yielded significant insights. Both Case data demonstrate that while collaboration can pose initial challenges, it is a pivotal aspect of children’s development. Through music, group activities, and participation in decision-making, children have showcased their capacity for collective creation and synergy. These findings emphasize the importance of fostering collaboration skills in promoting children’s active involvement and social inclusion within educational contexts.

4.4 Care: Cultivating Empathy and Collective Well-Being

Within the Children’s Club, the group grappled with the challenge of exercising caution and consideration towards one another. The initial round of observations documented several instances that, while not frequent, left a significant impression in terms of sharing.

In the case of Children’s Advisory Board (Case 2), while the initial stages were characterized by challenges, they provided invaluable insights into the dimensions of care and concern. The early phases of observation were marked by moments of tension as children navigated issues related to seating arrangements and individual preferences, as evidenced in the following field note:

In session 1, with many children present, the space is small, and everyone tries to sit on the sofa and on the floor. Most of the time it is peaceful, however, there are some moments of tension between children who push each other to preserve their place on the sofa, for example (the adult had to intervene). (Field note, 05/07/2022)

However, the research process unveiled a heartening trajectory, where acts of caring and empathy began to weave through the tapestry of interactions. A notable episode centered around B16,10A’s expression of appreciation for a particular book. Facilitators engaged in a dialogue that transcended mere discourse, embodying an earnest interest in the contributions of others:

B16,10A: I liked it. I’ve also read Diary of a Wimpy Kid.

Facilitator A: Has anyone else read Diary of a Wimpy Kid? I haven’t, but they say it’s really good.

B16,10A: It’s top.

B18,12A: I’ve seen that book, but I’ve never read it.

Facilitator A: Where have you seen that book, B16,10A?

B18,12A points to B16,10A.

Facilitator A: Do you have that book? And have you lent it out? (Directed at B16,10A)

B16,10A: No, but I can lend it.

Facilitator A: Hey, that’s a good idea.

(Field note, 12/09/2022)

This exchange underscored not only a genuine appreciation of fellow participants’ perspectives but also an explicit willingness to share the book. In this act, the spirit of care for peers shone brightly, illuminating the evolving dynamics of the group.

Further evidence of the blossoming dimension of caring emanated from the consultative council’s deliberations. Children actively delineated the core elements integral to nurturing healthy relationships within the group, like in the following moment while talking about what would be the most relevant aspects to consider in the relationships within the consultative council:

They identified some care to be taken in how relationships should happen in the Advisory Board—being kind; respect; love; humility; happiness. (Field note, 16/11/2022)

The virtues of kindness, respect, love, humility, and happiness emerged as guiding principles. These considerations not only underscored an evolving awareness among children but also heralded the centrality of caring behaviors within the group’s dynamics.

5 Conclusion

Throughout the two action research projects, our primary aim was to cultivate collaborative practices, embrace participatory governance, and foster co-creation between children and adults. These endeavors were guided by the principles of education as a common good, collective freedom, experimentation, and shared responsibility. It’s important to acknowledge that we encountered significant challenges along the way.

The children in both cases were not very familiar, at the beginning, with participatory, caring, and cooperative practices, which presented a significant challenge both at the beginning of the intervention and throughout its development.

As children traverse the intricate terrain of inclusivity and empathy, they emerge as collaborators in building a more compassionate and equitable world, embodying the ideals of education as a common good.

The promotion of children’s participation within the Children’s Club unfolds a dynamic narrative replete with challenges and achievements. They encounter obstacles that test their agency and collaborative abilities. Concurrently, they demonstrate significant growth, actively contributing to the establishment of rules and decision-making processes, ultimately nurturing a sense of ownership within the group. This research project serves as a testament to the potential of children’s active involvement in shaping their educational journeys and co-creating communal spaces.

Also, the exploration of children’s participation within the Children’s Advisory Board reveals both challenges and progress. While initial obstacles tested the children’s ability to adhere to shared rules and governance practices, the project’s evolution showcased their growing capacity for active involvement. As children grapple with issues of mutual respect and cooperation, they take incremental steps toward empowerment as active participating social agents in public life.

This research project also has illuminated the power of sharing, revealing its potential to foster inclusivity and nurture a collective ethos. Through the challenges encountered and the moments of profound transformation witnessed, Children’s Club dynamic has demonstrated that sharing is not a simple act of resource exchange but a reflection of a group’s commitment to collective well-being.

The challenge of sharing with these children embodies a powerful message: that the ethos of inclusivity and collective responsibility can be nurtured, especially among children from diverse backgrounds. This reimagined concept of sharing paves the way for a more compassionate and interconnected world, where the act of sharing extends beyond the immediate context and resonates with the broader principles of collective well-being and mutual care.

The SMOOTH Project stands as a testament to the transformative potential of nurturing collaboration skills among children within educational contexts. The journey in Case Study 1 reveals the gradual emergence of collaboration as the project unfolded. Initially, children grappled with cooperative processes, prompting adult intervention to facilitate skill development.

The creation of the “Children’s Club Song” showcases how music became a powerful medium for nurturing creativity and cooperation. The process of crafting this song highlighted the efficacy of teamwork, both among children and between children and adults. It exemplified cooperation and collective creativity as children engaged wholeheartedly in musical and choreographic activities, unveiling their innate capacity for collaboration.

Despite the initial scarcity of cooperation among children necessitated adult guidance, especially in Case 2, as group sizes reduced and children actively participated in organizing the Children’s Advisory Board, notable strides in collaboration emerged. Group activities encouraged children to voice their opinions, engage in critical reflection, and consider the prerequisites and skills essential for effective decision-making within an advisory board.

Finally, the SMOOTH Project offers a poignant narrative on caring behaviors, despite initial challenges. Genuine care and compassion emerged as guiding lights within the group and the journey from struggles to heartfelt acts of sharing, empathy, and kindness underscores the profound impact of nurturing a culture of care.

This research project exemplifies the potential to instill compassion and caution among children from diverse backgrounds. It stands as a testament to the capacity of young minds to evolve, embrace caring behaviors, and cultivate a culture of mutual respect and empathy. These endeavors are not only essential for the well-being of the participants but also hold the promise of creating a more compassionate and interconnected world.

In conclusion, as the SMOOTH Project continues to illuminate the path toward shared knowledge production, the lessons drawn from these challenges resonate far beyond its boundaries. They offer profound insights into the potential for collaboration and empathy to shape the future, where children and adults unite as partners in the co-creation of a more harmonious society.