Designing Virtual, Moderated Studies of Early Childhood Development

Area of Science:

• Child Development
• Developmental Psychology
• Online Research Methods

Background:

• The COVID-19 pandemic necessitated a shift towards online research methods in developmental science.
• Transitioning in-person developmental research to online platforms presents challenges, including caregiver involvement and controlling distractions.
• Limited resources exist for digital adaptations in child developmental research.

Purpose of the Study:

• To describe successful moderated virtual behavioral assessments in children aged 4 to 13.
• To identify common principles for successful online developmental research across different domains and age groups.
• To provide guidance for future online adaptations in developmental science.

Main Methods:

• Three separate virtual behavioral assessments were conducted with children aged 4–13.
• Studies focused on speech production, speech perception, and reading fluency.
• Methodological approaches addressed informed consent, parental involvement, attention-grabbing designs, and data collection.

Main Results:

• All three virtual assessments were highly successful.
• Common factors contributing to success included effective informed consent, strategic parental involvement, engaging study designs, and valid data collection.
• The virtual adaptations demonstrated feasibility across diverse developmental domains and age ranges.

Conclusions:

• Successful online developmental research requires careful planning regarding participant engagement and data integrity.
• The principles identified can inform and encourage further virtual adaptations in developmental science.
• This work establishes a foundation for facilitating future online developmental research.