Introduction The last two decades have been characterized by increased research that is directly targeted at young people and children. Despite various scholars’ incapacity to view and understand the world from children’s perspectives, Dalli and Te One (2012) offer evidence from contemporary studies showing that kids possess competencies such as moral, technical, and cognitive skills that adults can fully read. For instance, newborns can communicate through bodily expressions and movements. This ability supports the use of children in research, thus eroding the perception that they are immature and incompetent participants who cannot understand their world (Bucknall 2013). However, using children and young people in any study poses some issues and challenges. This paper focuses on the deployment of kids as respondents in a study, the disorderliness of studies that involve children, and the consideration of moral practices when involving children in research as some of the issues and challenges manifested in five articles. Issues and Challenges Children as Serious Research Participants Fraser (2013) regards children as important study participants who should not be viewed as objects, but reputable citizens. Dalli and Te One (2012) quote various studies that demonstrate challenges that emanate from viewing children as serious study elements. For example, they argue that one should not only learn to pay attention but also listen to gain knowledge. These two approaches need to be accomplished in a complementary manner, thereby raising the issue of considering children as small adults (Fraser 2013). This issue is important since all subjects need to assent to engage in the study. As a result, treating them as small adults implies the need for informed consent, thus eliminating the requirement for approval from parents. While investigating children, their voice alone is not adequate. According to Kellett (2014), scholars also need to provide space in which kids express themselves. Indeed, an attempt to examine children’s issues may result in a situation where they want to respond in the context of their world, hence challenging the attainment of the intended objectives. Kellett (2014) holds that children’s voices have four paradigms, namely, liberty, tone, control, and listeners. Studies that are undertaken using children as participants provide a good example of the challenge. For example, in an interview steered by Stephenson on 0 to 5-year-old children, significant views and insights on how childhood curriculum took place were acquired when an opportunity was provided to create the space for free interaction instead of completing a study exercise as priory planned (Dalli & Te One 2012). In the study, instead of selecting a set of pictures available at a childhood center, a two-year-old child chose to use his artifact (horse toy) in demonstrating what he liked doing at the center. Thus, the scholar could not modify the participant to adapt to use the instruments provided by the interviewer. The above challenge can be approached by modifying the research instruments. It is crucial to question whether an interview approach reflects on children’s thoughts, including how their ideas can be in