Multiple methods in qualitative research with children: more insight or just more?

By P. Darbyshire, Colin MacDougall, W. Schiller. 2005

834 citations recorded by the source corpus.

This article explores the research implications of using multi-methods within a broad qualitative approach by drawing on the experience of conducting two childhood obesity-focused qualitative studies of Australian children’s perceptions and experiences of place, space and physical activity. Children described and depicted their physical activities and experiences: in focus group interviews, by mapping their local, social and recreational spaces and by photographing their meaningful places, spaces and activities using a Photovoice approach. The authors describe, reflect on and critique their chosen research approach, discussing the value, utility and pitfalls associated with using multiple methods with children. The article concludes that using multiple methods in researching children’s experiences is a valuable approach that does not merely duplicate data but also offers complementary insights and understandings that may be difficult to access through reliance on a single method of data collection.

Subfields: Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5a14604807ebaea949316c3ede80a6b271d79041

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In Sociology and Political Science

1. J. Sheridan
2. A. Dupuis
3. K. Chamberlain
4. S. O’Higgins
5. C. Fleming
6. Trudie Cain
7. S. Gabhainn
8. Jane Sixsmith

Citations in the corpus

• Pluralisms in Qualitative Research: From Multiple Methods to Integrated Methods (2011, background): “” Although the single interview encounter has its place in research, it seldom does justice to the complexities of the research questions we so often try to examine in social science research ( Darbyshire, MacDougall & Schiller 2005 ).”
• Childrens', parents', and teachers' perceptions of child wellbeing (2007, methodology): “research process ( Darbyshire et al., 2005 ), including the analysis stage where power”
• Working With Young Children as Co-Researchers: An Approach Informed by the United Nations Convention on the Rights of the Child (2011, background): “Young children have increasingly become involved in research projects as participants through the use of age-appropriate methods, including, for example, cameras, drawing, tours, map making, and ranking exercises (Clark, 2010 ; Clark & Moss, 2001 ; Darbyshire, MacDougall, & Schiller, 2005 ; Docke”
• The use of visual methods with children in a mixed methods study of family food practices (2013, neutral): “The use of a range of methods also demands the employment of experienced, competent and con fi dent researchers (Darbyshire et al., 2005), and this in turn requires that suf fi - cient funds are costed into the research budget.”
• ‘Draw, write and tell’: A literature review and methodological development on the ‘draw and write’ research method (2015, background): “They include artwork (Wesson and Salmon, 2001), collages (Vaughan, 2005), clay modelling (Bernhaupt et al., 2007), Lego™ (Gauntlett, 2007), photography (Darbyshire et al., 2005), video (Gauntlett, 2004), acting and puppetry (Greene and Hill, 2005).”
• Meanings of play among children (2013, methodology): “Data collection involved an integration of multiple methods including arts-based techniques, group activities, and storytelling (Darbyshire et al., 2005).”
• Making the familiar strange: can visual research methods render the familiar setting more perceptible? (2010, positive): “Drawing exercises have also proved valuable in previous studies of children’s perceptions of their environment (Darbyshire et al , 2005; Mitchell, 2006; Ross, 2005).”
• Hearing voices: participatory research with preschool children with and without disabilities (2011, background): “For example, reservations have been voiced about the rationale for including children in the research process (Darbyshire, MacDougall, and Schiller 2005 ); the impact participatory research has on children's lives (McLeod 2008 ; Tisdall, Kay, and Davis 2004 ) and the extent of children's inclusio”
• research with children: methodological issues and innovative techniques (2010, positive): “Drawing maps or plans is also a popular method in research with children; and it has been used in many studies to gather information about significant spaces for children and to explore their perceptions of these places (e.g. Leonard, 2007; Darbyshire et al., 2005; Morrow, 2001; Young and Barrett, 2”
• Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice? (2012, methodology): “There is developing research evidence and understanding pointing to the particular usefulness of visual mediation, such as the use of photographs, maps or diagrams in supporting the elicitation of participants’ experiences (Bragg & Buckingham, 2008; Harper, 2002; Prosser, 2007b) In addition, there i”