1. Child-Led Research in an NGO: The complete package for meeting children's rights, interests and needs. Blake (Today and Tomorrow Research – Young Researcher) Kasey (Today and Tomorrow Research – Young Researcher) Sam (Social Justice Unit – Principal Researcher)

2. “….takes us beyond children participating in research to a position where children lead their own enquiries…where they set the agendas, determine the foci for exploration, choose the methods of investigation and actively disseminate the findings…” Kellett, Mary (2009). Children as researchers: issues, impact and contribution to knowledge. In: Counting Children In! 2nd International Conference of Child Indicators, 3-5 Nov 2009, Sydney, Australia. Child – Led Research…

3. www.becausechildrenmatter.org.au Professor Mary Kellett http://childrens-research-centre.open.ac.uk http://childrens-research-centre.open.ac.uk

4. Why do CLR at UnitingCare? Strategic Direction # 3 Increase life opportunities through access to education and learning. ______________________________________________________ 1.Research Concept & Practice Skills 2.Support Individual Research Projects

5. Children’s Rights Article 12 - Respect for the views of the child Article 13 - Freedom of Expression Article 15 – Freedom of Association Article 28 - The Right to Education Article 29 - Goals of Education Article 31 – Leisure, Play and Culture

6. What Do My Teachers Know About Greenhouse Gases? By Blake

7. Methodology I gave my teachers a consent form and a questionnaire. A questionnaire was easier for my teachers and I.

8. 57% of the teachers said that they knew about harmful gasses 43% of them said they knew about heat radiation. Findings - Question 1

9. Findings - Question 2 71% of my teachers said that it was rising temperatures 29% of my teachers said it was pollution that was harming our world.

10. Findings - Question 3 Rising Temperature (71%) Harming the Ozone Layer (43%) Destroying the Environment (14%) Climate Change (57%) Rising Sea Levels (43%)

11. They were stop or limiting something like electricity or cars (86%). Making children aware at a younger age (14%). Findings - Question 4

12. News and Media (71%) School (71%) Doing research about greenhouse gasses (14%) Findings - Question 5

13. Conclusion My hypothesis was wrong! My teachers actually knew a lot about greenhouse gasses.

14. Children's Needs Teachers should make learning fun Schools should teach children how to research properly Children need a rest from learning and be around their friends. E.g. longer breaks, child-led research.

15. Kasey’s Speech. Do people think that boys are stronger than girls?

16. My journey-Kasey. Introduce myself. My time on the program. My research. The end of research results. Why other people should do the today and tomorrow research group.

17. Children’s Interests Child led research allows children to research their likes and interests such as: What’s new and in style (such as fashion, the latest recreational activities, facebook etc.) What’s happening in society. Sexism, facebook, maths online games, greenhouse gases, computers, cars, reading etc.

18. Evaluation NSW Commission for Children and Young People Centre for Children and Young People, Southern Cross University Newell. S & Graham, A. Child-Led Research: A Pilot of the Today & Tomorrow Research Program. Prepared for UnitingCare Burnside: Sydney, January 2012. It can be accessed from http://epubs.scu.edu.au/ccyp_pubs/47/ http://epubs.scu.edu.au/ccyp_pubs/47/

19. Where to from here? (Kellett 2011, p206) has previously signalled the need for “…discussion about where to situate child-led studies in the overall research spectrum.” …but what about the position of CLR in child welfare practice?

20. So…?  Can child-led research increase our capacity for child-centred practise?  How might we develop and disseminate this sort of program for other organisations?

21. Questions? Contact Details Samia Michail Principal Researcher – Program Development Ph (02) 9407 3217 smichail@burnside.org.au