Researching with children using Skype interviews and drawings: Methodological and ethical issues explored

Abstract

This article explores methodological and ethical issues of researching with children, drawing on a project exploring children’s perceptions of having a mother studying in Higher Education. While most prior research concentrates on a mother’s view of her children, this article uniquely focuses on children’s views on their mother. From analysis of the data and reflections on the research experience, the following themes emerged, the benefits and challenges of using drawing or Skype as a research method and ethical issues when working with children. Reflecting a view of children as competent and knowledgeable participants within research, I argue that children should be given opportunities to discuss a range of topics that concern them and advocate doing research ‘with’ rather than ‘on’ children. Throughout this article, the children’s and mothers’ voices are interjected to provide a narrative offering insights into family life from a child’s perspective thus revealing the impact of this research on the mother.

‘ZOOMing’ in on Consulting with Children and Parents Remotely to Co-Create Health Information Resources

“…There is a growing literature that critically considers online videoconferencing methods for consultation activities or research [ 38 , 39 , 40 , 41 , 42 ], with some considering specific platforms such as Skype [ 40 , 43 , 44 , 45 ] or Zoom [ 38 , 39 , 46 ]. Less literature exists on engaging children in videoconferencing, although platforms, such as Skype [ 45 ] and Zoom [ 47 ], are being used to generate qualitative interview and other creative data effectively and safely.…”

Emergency remote English language teaching and learning: Voices of primary school students and teachers in Kazakhstan

“…Zoom has become a popular and familiar tool for data collection in the COVID‐19 pandemic. Children may also feel more comfortable chatting in the comfort and familiarity of their own homes (Webber, 2020). Two interviews with each participant enabled the researchers to compare the responses from each interview and to give enough time for them to describe their drawings.…”

“…In this study, the drawing research activity provided an additional means for children to externalise their perceptions of emergency remote English language learning non‐verbally. As Webber (2020, 340) suggests, children's drawings are ‘full of richness, complexity and hidden meanings positioning children as capable, showing what they can do, rather than a deficit perspective of passivity or helplessness’. Each student was assured that the drawing activity was not for assessment purposes, and there were no ‘good’ or ‘bad’ drawings.…”

Reflections of methodological and ethical challenges in conducting research during COVID-19 involving resettled refugee youth in Canada

“…This highlights complexity of privacy and confidentiality, as a family member may listen to a conversation, and potentially affecting what the participant might want to say. When working with youth, Webber 46 and Bassett et al 47 noted parents may be concerned about what their child would reveal about their home lives. Within the present study's context, asking participants about stressful experiences may put them at risk of potentially disclosing something deemed inappropriate to share with someone.…”