ABSTRACT
We have learned a great deal about how to effectively interview children about their experiences, particularly from studies of children’s eyewitness testimony. The conclusions from this research also apply to any context where children are questioned about their perspectives or experiences. This entry reviews research relating to children’s memory development, and interviewing strategies that support, or compromise, children’s ability to provide complete and accurate descriptions of their experiences. This research demonstrates that children are better informants when they have been prepared for their roles as experts in the conversation, when they are questioned using non-specific open-ended prompting, and when suggestive influences are minimised.
