Additionally, (2000) suggested that it is more helpful to

Additionally, making children
draw the answer to researchers questions is another popular interview method
used on children, as it allows the child and researcher to communicate in a way
they both understand, and it allows the researcher to find out things that the child
may not have been able to communicate, through drawing extra details. Drawings can
give researchers more of an understanding of the child’s views and experiences,
which they may not have been able to find out about when using conventional
interviewing methods ; ultimately overcoming the challenge of interviewing
children.

However, even in interviews there are still challenges that
researchers have to face in how they interview the child. Gollop (2000) suggested that it is more helpful to engage the
child in an informal unstructured interview, much like a conversation, rather
than answering a set list of questions; this allows for the child to explain in
as much detail as they like, as well as the interviewer being able to delve
deeper into answers the child has given, but Gollop proposed that the
interviewer can gather more data from just letting the child talk, and for the
researcher to just listen. The two common ways for interviewing children is by either
using group interviews or individual interviews (Clark, 2005) – but it depends on
the age group of children being interviewed; younger children are likely to be
better off taking part in individual interviews as they are not used to group
activities yet, unlike school aged children, who would benefit from group
interviews as they can gain support and learn from one another (Graue, et
al., 1998).
Some researchers suggest that whilst taking part in an interview, children
benefit from being engaged in something else (Parkinson,
2001),
for example by using toys, dolls, pictures and making them do drawings.

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Usually, the most common forms of obtaining quantitative and
qualitative data from children is by using observations and interviews. These are
the most used forms because children do not have the past experiences to know
what an interview/observation is, so will not become suspicious about whether
they are being observed, and won’t have any prior knowledge on how they are
expected to act/how they are expected to answer questions in interviews (Graue, et al., 1998). This therefore
allows researchers to avoid more difficult methods such as questionnaires and controlled
experiments as the children would most likely feel intimidated in such a
setting, as well as being intimidated by the researcher so might not respond in
a natural way (Coyne, 1998).

Researchers face many challenges when it comes to babies
and/or young children in research as they are a vulnerable group of
participants; so, in using them when undertaking empirical work the methodology
and way of treating them needs to be ethically sound, as well as overcoming the
difficulties faced when trying to obtain data from them too.