Additionally, making childrendraw the answer to researchers questions is another popular interview methodused on children, as it allows the child and researcher to communicate in a waythey both understand, and it allows the researcher to find out things that the childmay not have been able to communicate, through drawing extra details. Drawings cangive 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 conventionalinterviewing methods ; ultimately overcoming the challenge of interviewingchildren.However, even in interviews there are still challenges thatresearchers have to face in how they interview the child. Gollop (2000) suggested that it is more helpful to engage thechild in an informal unstructured interview, much like a conversation, ratherthan answering a set list of questions; this allows for the child to explain inas much detail as they like, as well as the interviewer being able to delvedeeper into answers the child has given, but Gollop proposed that theinterviewer can gather more data from just letting the child talk, and for theresearcher to just listen. The two common ways for interviewing children is by eitherusing group interviews or individual interviews (Clark, 2005) – but it depends onthe age group of children being interviewed; younger children are likely to bebetter off taking part in individual interviews as they are not used to groupactivities yet, unlike school aged children, who would benefit from groupinterviews as they can gain support and learn from one another (Graue, et al., 1998).Some researchers suggest that whilst taking part in an interview, childrenbenefit from being engaged in something else (Parkinson, 2001),for example by using toys, dolls, pictures and making them do drawings.Usually, the most common forms of obtaining quantitative andqualitative data from children is by using observations and interviews.
These arethe most used forms because children do not have the past experiences to knowwhat an interview/observation is, so will not become suspicious about whetherthey are being observed, and won’t have any prior knowledge on how they areexpected to act/how they are expected to answer questions in interviews (Graue, et al., 1998). This thereforeallows researchers to avoid more difficult methods such as questionnaires and controlledexperiments as the children would most likely feel intimidated in such asetting, as well as being intimidated by the researcher so might not respond ina natural way (Coyne, 1998). Researchers face many challenges when it comes to babiesand/or young children in research as they are a vulnerable group ofparticipants; so, in using them when undertaking empirical work the methodologyand way of treating them needs to be ethically sound, as well as overcoming thedifficulties faced when trying to obtain data from them too.