Fine, G. A. & Sandstrom, K. L. (1988).
Knowing children: Participant observation with minors.
London: Sage Publications.

Cannot be complete participant with children because of age structuring in our culture

Types of participation:

1. Observer = no formal authority or affective relationship. May miss children's meanings, restricted to overt behavior, maybe disconcerting to children though less so in a public place.
2. Friend = no an explicit authority. Conducive to a safe environment and engendering trust. Explicit positive affect. Do not sanction behavior.

Shallow cover = omit important detail, the goal of the study. Tell kids "I enjoy watching you play." Children come to their own conclusions of purpose of research.

Goal of participant observation with children is to lessen the power differential to gain trust, confidence, rapport, comfort with presence.

Ethics:

If children are in danger, must intervene.

With friend role, not a disciplinarian. What about aiding in the resolution of conflicts?

Preschoolers:

Can suspend the adult role except size and power but can assume an ambiguous and passive role. Very child-directed.

Allow children to slowly accept you and enter their world. Reactive observer = make self available and wait for children to respond (Corsaro, 1985).

Ethics:

With policing, in least-adult role this does not occur. Send child to adult with formal authority.

Difficult to understand their phenomenology and perspectives without interference from our adult perspective.