Abstract
Child respondents challenge social scientists because their verbal, interactive, and cognitive skills are not just different from those of adults, but also vary among children. To develop adequate methods for interviewing children, we need to learn more about those skills in interview settings and their dependence on age. Based on 112 semi-structured interviews with children aged 5–11 years, we studied children’s verbal, cognitive, and interactive skills. Fifty-six children were each interviewed twice, once face to face and once via telephone. Through an innovative triangulation of qualitative and quantitative analyses, children’s skills and related gains and limitations of each interview mode were examined. The applicability of semi-structured interviews was evaluated with skills and respondent’s age in mind, and recommendations for conducting interviews are made.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
