Methodological aspects of collecting data from children: lessons from three research projects

Abstract

This paper considers some methodological aspects of collecting data from children drawing on three empirical studies carried out in home and school settings using qualitative methods. 1 The paper begins with an overview of methodological issues before briefly describing the three studies and the range of methods used. Then it examines the merits and limitations of these methods including participant observation, small group discussions, interviews and structured activities. Finally, some concluding remarks are made about the appropriateness and effectiveness of these methods.The three studies were conducted at

The focus group method: Insights from focus group interviews on sexual health with adolescents

“…There has also been a growing number of papers published in recent years on using focus groups with children (Mauthner, 1997;Heary and Hennessy, 2002;Hennessy and Heary, 2005). The potential for focus groups to offer children peer support when compared with individual interviews has been noted (Mauthner, 1997;Hennessy and Heary, 1995).…”

“…The potential for focus groups to offer children peer support when compared with individual interviews has been noted (Mauthner, 1997;Hennessy and Heary, 1995). Heary and Hennessy (2002) suggest that while focus groups can be variously used with children, further analysis of the group process itself is required.…”

How to Ensure Ethicality of Action Research in the Classroom?

“…The researcher should be aware that the child may have doubts about his or her success or low self-esteem (Davis, 1998). The adult's power manifests itself in research so that the researcher uses techniques that allow children to feel being a part of the research process (Morrow & Richards, 1996). 2.1.3 The power imbalance between the child and the adult in a research Previously children were considered merely as research targets than conscious social actors (see Kellett & Ding, 2004;Mauthner, 1997). A child as an individual can be seen in the research in a variety of ways.…”

Ascit Sick Children Again at My School by Fostering Communication Through Interactive Technologies for Long-Term Sick Children

“…The participating children complied with two criteria: (i) they were at home or in the hospital due to illness or revalidation at the time of the study, and (ii) they missed at least 21 continuous days of school or at least 50% of the regular lesson time in the school year [2005][2006]. The interviews were conducted at the child's home or at the hospital, took approximately one hour and Mauthner's suggestions on data collection with children were taken into account: e.g., the children were interviewed privately [6]. Pictures and drawings were used to concretize the questions, as suggested by Borgers, De Leeuw and Hox [7].…”