The smaller and younger kids are, the more patient you have to be. But if they're gifted, then it's a wonderful present that you're given by having a child like that in your film... more so than in the case of actors because, for example, if you ask them to play a lion, they don't then play a lion, they actually are a lion. So, a gifted child is something very special. On the other hand, if a child has no gifts in that way it's absolutely hopeless and there's nothing you can do!

I give the spectator the possibility of participating. The audience completes the film by thinking about it; those who watch must not be just consumers ingesting spoon-fed images.

Of course I am a child of European culture. There are a number of great directors from which I learned, but there is nobody in particular I got inspired from.

The film [the white Ribbon] does try to use German Fascism as an example, but not specifically Fascism... the results of German Fascism. It shows how people are prepared or indoctrinated for an ideology... people who are already in a state of repression who have been humiliated by society and who clasp at a straw that's offered to them. And how that's then developed into a form of indoctrination.

For me, it's always difficult when a historical film claims to depict or represent a reality that none of us can know, that is always different. It's always the case. We never know what happened then.

I'm not someone who enjoys long talks, long rehearsals. I'm very technical: I tell my actors, you come in, you sit down, you pick up a coffee, you look here, you say the line. We try it with the cameras rolling, and if it doesn't work, we adjust it until it does. It's very simple.

It's difficult because you can't generalise about these things. But in essence, you deal with children as simply as you deal with actors - you have to show a certain sort of respect. You deal with them lovingly and protect them, but if you protect them enough then they're open to engage with what you want to do with them.