Gathering and taking into account the views of children from birth to 6 years

1️⃣ ANALYTICAL SUMMARY

A fundamental right extended to toddlers, long remained theoretical. The guide starts from an observation: the child's right to express their point of view (CRC art. 12, General Comments No. 7 and 12; CASF art. L311-3) also concerns pre-verbal children, but remains little effective due to a lack of suitable tools (pp. 5-6). The “point of view” refers to both what the child experiences and how they experience it, expressed verbally and non-verbally (p. 5). The target audience is broad: everyday professionals, facilitators, decision-makers, but also parents, relatives, and volunteers, in collective contexts as well as in open environments (p. 4). The responsibility placed is that of adults: to make the child's expression visible and intelligible, without projecting their own interpretation (p. 6).

Concrete methods and a requirement for interpretative caution. The guide proposes cross-cutting and multimodal techniques — structured observation, interviews, mediated play, arts, space exploration, photography/video, maps, narrative supports (pp. 10-13) — adaptable to each child, including those with disabilities or multilingualism (p. 10). It details the conducive conditions (secure environment, “stretched time”, trusting relationship, respect for silence and non-participation; pp. 8-9), the distinction between consent/assent (p. 9), the collective organisation of data collection (pp. 14-16) and the themes that can be explored (pp. 17-18). It emphasises the cautions: power imbalances, acquiescence bias, risk of instrumentalisation, and the rejection of a supposed “authentic voice” that would exist outside of context (pp. 19-20). The Lundy model (space, voice, audience, influence) structures the implementation (pp. 24-25).

2️⃣ KEY POINTS OF THE DOCUMENT

1️⃣ The child's point of view is verbal AND non-verbal. From birth, the child expresses needs, intentions and preferences through body language, oral communication and interactions; the adult's responsibility is to recognise these forms of expression without substituting their own projection (pp. 5-6).

2️⃣ A range of non-hierarchical multimodal techniques. Observation (narrative, targeted, of relational withdrawal), interviews, mediated play, arts, exploration of space, mediation through maps, photography/video, narrative supports and signed/pictographic communication systems are presented with advantages and concrete examples (pp. 11-12), and detailed in sheets (pp. 26-28).

3️⃣ Consent and assent are distinguished and operationalised. Consent (free and informed agreement, sought as soon as the child can express their will, otherwise from the legal representative) is complemented by assent — evolving personal agreement, with the right to withdraw at any time and continuous attention to non-verbal signs of refusal (p. 9).

4️⃣ Silence and withdrawal do not equate to absence of viewpoint. The guide alerts to biases: acquiescence from a desire to please, a ‘yes’ of imitation not equivalent to assent, over-interpretation of withdrawal; it recommends open questions, reformulations and diversification of supports (pp. 19-20).

5️⃣ The Lundy model as a framework for implementation. Four dimensions structure an effective participation of pre-verbal children — Space (safe environment, reduction of distractions), Voice (recognising movements, gazes, vocalisations), Audience (verbalising and valuing signals to decision-makers), Influence (concrete effects on decisions, dedicated reference) — pp. 24-25.

3️⃣ ACTION PATHS FOR LOCAL ACTORS

1️⃣ Establish a regular collection rather than a one-off. Organise a repeated collection, varied in times, spaces and modalities, rather than a single formal time; expression often emerges in informal settings (meals, transitions), sometimes with people outside the educational team (pp. 8-9).

2️⃣ Equip team observation. Rely on shared notebooks and observation grids to objectify situations, identify recurring themes and concerning signals, and secure interpretation through collective analysis (box p. 12; targeted and narrative observation sheets pp. 26-27).

3️⃣ Frame the approach upstream with key questions. Before any collection, define who proposes, who collects, who is informed, what will be transmitted or not, and how feedback will be given to the child; anticipate loyalty conflicts and biases (pp. 14-15).

4️⃣ Cross perspectives (triangulation / mosaic approach). Combine several methods and sources (drawing, photo, maps, observation, interviews) to form a "puzzle of expressions", ensuring that the adult perspective does not act as a screen or mirror to that of the child (pp. 15-16).

5️⃣ Adapt to the least "audible" children. Provide arrangements for the child with a disability, atypical development or who communicates little in French (LSF, signed language for babies, pictograms), ensuring that the tool is mastered by both the child and the professional (p. 10). Unmet needs to anticipate: training on these specific tools is not provided by the guide and remains to be organised locally.

6️⃣ Ensure feedback and track the follow-ups. Provide clear, quick and appropriate feedback (visuals, exchange time, displays), including when a proposal is not accepted, and document the concrete developments engaged following the collection (p. 21). Without this feedback loop, the approach shifts into symbolic consultation that the guide warns against (pp. 19-20).

4️⃣ ADDITIONAL REFERENCES

Internal reference (blog Practices in Health)

• The guide to good practices for collecting children's speech (commission on Violence against Children and Adolescents of CNVIF), indexed on the blog: pratiquesensante.odoo.com/blog/outils-6/le-guide-des-bonnes-pratiques-du-recueil-de-la-parole-de-lenfant-1095. Existence confirmed by indexing (title, consistent content). The domain blocking automated access, the link must be checked manually before dissemination.

External references (guides/methodologies post-2024, verified and active URLs, not listed in the HAS guide resources)

1. Ansa — Design and facilitate the collective participation of protected children and young people. Practical guide for professionals and decision-makers in child protection (2025). Operational guide (DGCS partnership) on the organisation, facilitation and restitution of participation. Complementary in its collective angle, where the HAS guide is focused on the individual and the very young child. https://www.solidarites-actives.com/sites/default/files/2025-10/Guide-Pratique_La-participation-en-protection-de-lenfance.pdf
2. Public service for early childhood / Ministry of Solidarity — National reference for the quality of care for young children (April 2025). Binding reference covering professional observation, emotions, language and expression of 0-3 years. Direct anchoring with daily care practices. https://solidarites.gouv.fr/sites/solidarite/files/2025-07/Referentiel-national-qualite-accueil-jeune-enfant-impression.pdf
3. National Centre for Resources and Resilience (CN2R) — Welcoming and gathering the child's voice (October 2024). Selection of resources (albums, podcasts, associations) and guidelines for listening to the child's voice, from a perspective of psychotrauma and resilience. https://cn2r.fr/wp-content/uploads/2024/10/Accueil_recueil_parole_enfant_Cn2r.pdf

5️⃣ FREQUENTLY ASKED QUESTIONS (FAQ)

1️⃣ Can we really gather the viewpoint of a child who does not yet speak? Yes. The guide states that young and very young children are capable of expressing their viewpoint provided that tools and methods are adapted in a safe environment. Expression occurs through the body, gaze, vocalisations, and play (pp. 5-6, 10).

2️⃣ What is the difference between consent and assent? Consent is the free and informed agreement sought from any person capable of expressing their will (or from their legal representative). Assent is the personal agreement of the child, evolving, based on information appropriate to their age and continuous attention to their signs of agreement or refusal, including non-verbal signs (p. 9).

3️⃣ How can we avoid misinterpreting what the child expresses? By recontextualising the statements, limiting projections, cross-referencing observations and sources (triangulation), and discussing the collected elements as a team. The guide reminds us that no method provides access to an "authentic voice" out of context (pp. 8-9, 19-20).

4️⃣ What should we do if the child refuses to participate or withdraws? Respect this choice: silence, withdrawal, or avoidance should not be read as an absence of viewpoint or as opposition. They may signal a need for safety, a mismatch in modality, or the necessity for another moment (pp. 8, 19-20).

5️⃣ Who should gather the child's voice? Depending on the situation, a close professional (trusting environment, detailed knowledge of the child's markers) or a trained third party (neutrality, if the existing relationship may influence the expression). If possible, involve peer supporters or user associations (p. 15).

6️⃣ What should we do if, during the gathering, the child reveals a situation of danger? This expression (specific complaints, facts indicating danger or risk of danger) must be welcomed and addressed by professionals, with a proportionate response in accordance with the legal framework of child protection (p. 15).

7️⃣ How can we ensure that the collected speech will actually be taken into account? By guaranteeing clear, quick and understandable feedback on the follow-up actions taken (including refusals), by adapting the feedback to the child, and by documenting the concrete developments engaged, to avoid token participation (p. 21).

6️⃣ REWRITING IN EASY LANGUAGE

The perspective of young children

• All children have the right to express their opinion.
• This right exists even for babies.
• Toddlers do not speak yet.
• But they show what they experience.
• They use their bodies, their looks, their gestures.
• They also use play and drawings.
• Adults must learn to see these signs.
• Adults should not decide on behalf of the child.

What the guide proposes

• The guide provides simple methods.
• One can observe the child attentively.
• One can play with them.
• One can look at their drawings.
• One can use photos and cards.
• One chooses the method that suits each child.
• One adapts for children with disabilities.
• One adapts for children who speak another language.

Important rules

• One asks the child if they agree.
• The child can say no at any time.
• One respects the child who does not want to speak.
• The child's silence does not mean "nothing".
• One never forces the child.
• We create a calm and safe place.
• We give the child the time they need.

After the collection

• We explain to the child what we have understood.
• We tell them what will change.
• We also tell them if something cannot change.
• We write down what has been done thanks to their words.

7️⃣ CROSS-ANALYSIS — VALUES OF HEALTH PRACTICES

• Literacy : the guide offers age-appropriate information (visual aids, illustrated books, situational contexts) and accessible presentations, but does not provide ready-to-use FALC tools (pp. 9, 21).
• Empowerment : the child is recognised as a rights holder and an actor in their expression; the collection aims to enhance their sense of dignity, competence, and self-esteem (pp. 5-6).
• Participation : co-construction is described through triangulation and the mosaic approach (Alison Clark), involving children, professionals, and, when relevant, parents and caregivers (pp. 15-16).
• Community health : the collective dimension is present at the institutional and territorial level (large-scale departmental collection, example from Pistoia), beyond the individual relationship (pp. 7, 13).
• Ethics : cultural, social, gender, and age biases in adult-child interaction are explicitly identified and referred to a dedicated annex of the scientific foundation (pp. 8, 19-20).
• Human rights : the approach is rooted in the CRC (art. 12) and establishes the non-exclusion of any child due to their disability, origin, language, or social background (pp. 5, 19).
• Intersectorality : the guide recommends articulating professional cultures (doctors, social workers, psychologists) and coordination between structures, ASE and magistrates (pp. 6-7, 14).
• Partnership : formalised collaboration models are described (Lundy model, mosaic approach, multi-professional reflection time) — pp. 15-16, 24-25.
• Combating discrimination : the guide explicitly addresses the risk of exclusion of the youngest and most vulnerable, non-judgment, and the diversity of modes of expression, and warns against the instrumentalisation of speech (pp. 19-20).

8️⃣ EVALUATION OF THE RELIABILITY OF THE RESOURCE

Scientific relevance — high. HAS production by working group, supported by 67 references (systematic reviews, qualitative studies, French and international literature, pp. 29-31). Declared conflicts of interest, analysed according to the HAS grid and the Transparency-Health database, deemed compatible (p. 2). A limit to note under the V4 Framework: this is a guide from experts, not a systematic review ; empirical claims (e.g. contribution of photo-voice for 2-4 year olds, p. 28) are based on the cited literature and not on data produced by HAS. Publication date (July 2026) is after my reliable knowledge: content analysed from the provided PDF, existence verified on the HAS site.

Operational relevance — high. Immediately transferable techniques, detailed descriptive sheets (pp. 26-28), structuring questions to frame an approach (pp. 14-15), ready-to-use Lundy model (pp. 24-25) and list of practical resources (UNICEF tools, observation grids, animation kits, pp. 22-23). Note: the guide does not provide training protocols for specialised tools (BSL, pictograms), to be organised locally.

9️⃣ STRATEGIC HASHTAGS

#EarlyYears #VoiceOfTheYoungChild #ChildrensRights #LundyModel #ChildProtection #ActiveListening #Consent #healthpractices