This article describes the development of a theoretical framework to understand the participation of children in territorial planning based on the logic of child leadership and exercising citizenship. The author designed a theoretical conceptual analysis that covers three components: (a) Children's right to the city and citizen participation; (b) Beliefs and attitudes regarding child leadership and participation; and (c) Geographies for children and their relationship with public space. The methodology involved a bibliographic review and analysis. The study’s theoretical contributions advocate for the design of methodological processes for research on childhood. These can facilitate relevant analysis for urban territorial planning contribute to the design of citizen participation for territorial planning instruments.