Since 2002 we have successively developed “Children’s Maps in GIS”, a method for children’s and young people’s participation in spatial planning. We have carried out several pilots in schools of different urban settings, and by divers means we have evaluated the function and the trustworthiness of the method. Our studies show that 10-15 year-olds are capable of using a GIS-application for communicating their experiences and interests into the local urban planning process in a stable and useful manner. In an applied study for the Swedish Road Administration we adapted the method to better catch matters concerning traffic safety and the use of roads. This version became our standard tool, as it showed to work well for children of different ages and also suited the demand from local authorities for information on for example school routes. The purpose of this paper is to discuss the method in connection to its social context. If information produced by children is really going to influence the urban planning process all links in the communication chain must function. In this light we will describe the method and the rationale behind it. We will discuss our experiences concerning access to hardware, programme, databases as well as place and time for contribution, children’s and teachers’ competence to read maps, to handle computers, the schools willingness to cooperate etc. In the paper we will shortly discuss why and how children can be given the opportunity to participate in the planning process. We will focus on the benefits and problems with using GIS for this purpose and on working in schools. As a background we will shortly describe the role of GIS in urban planning in Sweden today. To illustrate the current situation in the development of the method we will report some experiences from a recent test in a real life context. In 2008 “Children’s Maps in GIS” was used by the local authorities in a Swedish municipality to gather information from over 600 children as part of a comprehensive planning process. The amount of information required new solutions for the presentation of data. Functions within the local administration dealing with social matters also took interest in the information, which demanded new interpretations and considerations concerning the possible and suitable applications for the method and the presentation of results. So far we have been using laptops for collecting information. As the method now is going to be transferred into Internet we are now addressing new issues especially about administration and technical support. A new interface with some possibilities that we have been missing in the laptop-version is being developed and will be tested in a pilot in spring 2010. Access to GIS-programme and digital maps are also crucial as well as finding ways of storing data in an ethical and secure way. So is the need for detailed instructions for the supervisors and users when we ourselves will not be at hand. These issues are also on our current agenda will be touched upon in the paper. Finally we have some critical remarks about the method, things need further development. Although children provide information, they are not in charge of the presentation of their interests. The distribution of power and responsibilities among professionals and children involved will be discussed as well as the very power that is connected to maps and how this can be dealt with it in the Internet version of the method.