UNCOVERING CHILD’S VIEW BY TAILORED INTERVIEWING 91 4 Figure 1 Overview of communication level of children and interview styles of professional Classification of questions (Blank, 2001) Matching perception Closed questions, Ask question like; ‘Show me what you like’, ‘what did you like?’, ‘can you find one you like’ Selective analysis of perception Short sentences, repeating questions, give additional information to help child understand question. Ask questions like; ‘What do you like?’, ‘How are these two dierent?’, ‘Where? Who?’ ‘What is happening?’ Reordering perception What and where. Give additional description to the question. Ask questions like: ‘What will happen next?’, ‘How do you feel?’, “Can you tell me what happened?’ Reasoning about perception Complex questions; why, what, where, how, etc, like: ‘What would you do?’, ‘Why do you like….?’, ‘What will happen if you…?’ Classification levels (Oskam&Scheres, 2016) Situation Level I Child communicates but is unaware of it. Current situation determines content of information. Situation Level II Child is aware of communication and question-answer setting. Talks about recognizable situations. Signal Level I Child is able toestablish relationships between a concept and a fixed associated situation. Communicates on reality. Signal Level II Child links the form of communication to several situations. Communicates about clear and regularly recurring situations. Symbol Level I Child has a more comprehensive model of the world. Communicates outside of immediate reality. Talks about concepts that they experienced and varies fixed sets of familiar associations. Symbol Level II Child uses dierent forms of communication to communicate about various concepts that are not yet conscious experienced and handles them creatively.
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