Systematic Mapping of Co-Design and Participatory Design with Preschool Children: Techniques, Roles, and Methodological Challenges
DOI:
https://doi.org/10.5753/jbcs.2026.5478Keywords:
Co-design, Participatory design, Early Childhood, Preschool, Systematic MappingAbstract
Computing is everywhere, and children observe, use, and are affected by the technology around them. They must understand the ”digital world” as they understand the ”real world”. Involving them in collaborative design processes can increase their engagement and understanding of technology and allow children to learn. However, there is a notable gap in understanding how preschool-aged children (4–6 years old) can be effectively involved, and existing studies often focus on the products children create during these processes. We conducted a Systematic Mapping (SM) study of research published between 2015 and 2025, reviewing 34 empirical studies involving children aged 4–6 using Participatory Design or Co-design methodologies. This SM synthesizes the following information: year of publication; retrieval sources and databases; publication outlets and locations; time frame of the research; research approach; and, finally, participants and those responsible for the study. Our analysis reveals a growing interest in involving preschool-aged children in design, with various techniques employed to engage them. However, there is a lack of standardized methodologies adapted to this age group, and few studies examine learning outcomes for the children involved.
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