Abstract
There are currently no methodological frameworks available to conduct semi-structured interviews in the education and social sciences fields with children of primary school age, between 6–12, having no history of trauma or disabilities. To fill this gap, we conducted an integrative review of the literature to uncover current methodological considerations using the PRISMA procedure to search the ERIC, SAGE, ProQuest CBCA, SciELO and Redined databases. 19 methodological articles across multiple disciplines were retrieved and analyzed through inductive content analysis. We found that using traditional semi-structured interviews with children brings inherent challenges and that adaptation of current methods is not sufficient. A preliminary set of interviewing guidelines emphasizing a flexible and laissez-faire approach as well as a list of alternatives to the semi-structured interview for elementary-aged children are proposed, laying the foundations for a much-needed overhaul of current interviewing methods.
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