Children's Voices in Rural Planning and Development: Exploring their Abilities and Capacities for Active Participation

Introduction
As an important part of society, children have the right to be actively involved in decisions that have an impact on their lives. The United Nations Convention on the Rights of the Child (UNNCRC) highlights the significance of children's participation, their perspectives, and their rights in planning and society (Stenberg & Fryk, 2021). Studies and experiences from various projects also demonstrate that when rural children participate in different areas related to their environment, it greatly contributes to meeting their real needs, improving their well-being, and providing growth opportunities (Khan & Lauzon, 2018; Percy-Smith, 2022; Puxley & Chapin, 2021). Furthermore, when children actively participate, it not only facilitates experiential learning but also empowers and motivates them to become active contributors to their communities (Freeman, 2020). However, despite efforts to promote children's participation and incorporate their knowledge and perspectives into planning, such as creating child-friendly environments (Whitzman, 2012 & Mizrachi), these initiatives have been limited in number and often implemented temporarily, without considering the long-term involvement of children. In this study, the focus is on addressing the limited recognition of the needs and perspectives of rural children. The aim is to identify and analyze the capacities and abilities of children to participate in rural planning. This research seeks to bridge the gap in understanding children's capabilities, potential, and the effectiveness of their participation. The findings of this study serve as a foundation for amplifying the voices of rural children and initiating further discussions and actions in this area.
Methodology
The main goal of PRA in the study is to promote inclusive and sustainable development by ensuring that the voices and priorities of the community's rural children are heard and considered in decision-making processes. By engaging children, PRA fosters ownership, builds local capacity, and facilitates the development of context-specific solutions that are more likely to be successful and sustainable in the long term. To collect data, various participatory tools and techniques such as group discussions, mapping exercises, seasonal calendars, and transect walks, and brainstorming were used during the implementation of facilitation projects. In this study, the authors played the role of facilitators throughout the research process, actively involving rural children aged 6-12 years as participants in discussions and the implementation of various techniques. Thematic analysiswas then used to extract the abilities and capacities of rural children to participate in rural planning. To ensure scientific accuracy, the findings were reviewed by participants and other relevant stakeholders.
Results
The study showed that rural children possess impressive competencies and capabilities, which enable them to actively and willingly participate in decision-making and planning processes about their communities. The findings emphasized the significance of intergenerational knowledge exchange, a strong sense of belonging and neighborhood identity, sociability, and active social participation as crucial abilities and capacities of rural children. These factors play a vital role in their meaningful involvement in shaping their communities.
Discussion
This study will provide a theoretical framework for understanding the significance and benefits of involving children in rural planning and development, offering insights into both the practical outcomes and theoretical underpinnings. As mentioned in other studies, with children's participation in rural planning and development, intergenerational knowledge exchange (Norouzi et al., 2023), citizen participation (Shahzeidi etal, 2021), empowerment and resilience (Stenberg & Fryk, 2021), intergenerational cooperation and sustainable development and intergenerational justice (Johnson et al., 2020; Vale et al., 2020) can be facilitated. In this regard creating platforms such as children's associations, by creating a sense of value in them and emphasizing the importance of their role in development, can also lead to motivating them to active participation (Sherratt et al., 2020). However, before using any mechanism, a necessary assessment of existing opportunities, facilities and capacities, institutions, infrastructures, and costs should be done to find the most effective participatory mechanisms for rural children. Also methodological considerations, such as appropriate methods for listening to children and ethical issues surrounding interviews with children, should be taken into account (Abendschön & Tausendpfund, 2017; Formosinho & Araújo, 2006).
Conclusions
In conclusion, this article has emphasized the crucial role that rural children can play in decision-making processes concerning their communities. By recognizing their unique perspectives and involving them in participatory mechanisms, initiatives, and techniques, we can ensure that their needs are met and their voices are heard. Through their innovative ideas and fresh outlooks, rural children can contribute to more comprehensive and thoughtful rural planning initiatives, leading to sustainable development. Therefore, it is essential to invest in rural children and their organizations to empower them and build their soft skills. By doing so, we can create significant results in increasing development opportunities and social participation. Finally, it is important to note that the participation of rural children must be meaningful, and their views and opinions must be considered without being altered for the benefit of adults.