Conducting a qualitative child interview: methodological considerations
Conducting a qualitative child interview: methodological considerations
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DOI：
10.1046/j.1365-2648.2003.02643.x
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发表时间：
2003-06-01
影响因子：
3.8
通讯作者：
Nikkonen, M
中科院分区：
文献类型：
--
作者：
Kortesluoma, RL;Hentinen, M;Nikkonen, M
背景儿童研究有着悠久的历史，但与幼儿有关的文献大部分是关于儿童的研究，而不是与儿童有关的研究，很少考虑儿童自己认为重要和有意义的东西。研究人员在收集有关儿童思想、感受和经历的数据时，几乎完全依赖于成年人。然而，采访儿童提供了一个获得有关他们主观经验的信息的机会。本文的目的是说明儿童访谈的理论前提，以及描述在访谈过程中使用的一些实用的方法解决方案。影响从儿童收集的数据的因素和策略，考虑到这些因素在采访过程中也描述。本文是基于文献和经验的作者之一，在采访的儿童从4岁到11岁的痛苦的经验。考虑文学处理的原则，儿童采访表明，有令人惊讶的是很少的指导，涉及儿童的对话方法。儿童访谈的经验和概念基础不是很清楚。新手研究者尤其需要关于如何进行定性儿童访谈的建议。方法必须适合目的和背景。
Background. Studies of children have a long history, but the literature related to young children consists for the most part of studies on rather than with children and taking little account of what is regarded as significant and meaningful by children themselves. Researchers have relied almost exclusively on adults when collecting data about children's thoughts, feelings and experiences. Interviewing children, however, gives an opportunity to gain information about their subjective experiences.Aim. The purpose of this article is to illustrate the theoretical premises of child interviewing, as well as to describe some practical methodological solutions used during interviews. Factors that influence data gathered from children and strategies for taking these factors into consideration during the interview are also described.Method. This paper is based on literature and the experience of one of the authors in interviewing children aged from 4 to 11 years about their experiences of pain.Findings and conclusion. A consideration of literature dealing with the principles of child interviewing shows that there is surprisingly little guidance available on conversational methods involving children. The empirical and conceptual foundation for child interviewing is not very clear. Novice researchers especially may need recommendations about how to conduct a qualitative child interview. The method must suit both the purpose and the context.