The paper examines the use of four visual ‘action’ methods for eliciting information from street children about their interactions with the socio‐spatial environment. These methods were adapted and used to encourage child‐led activities and minimize researcher input. The advantages and constraints associated with the successful implementation of visual methods with children are examined, followed by a brief examination of the ‘real’ and ethical considerations surrounding their use. The paper concludes that visual methods allow a high level of child‐led participation in research, as well as providing a stimulus for eliciting further oral material.
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