Answer to Question 1
B
Answer to Question 2
Probably the first, and most obvious, way research on developmental change in children differs from research that deals with adults (and not development) is in how informed consent is obtained. When working with an adult population, the participant him/herself can give consent. When working with children, the parent must consent for the child. This adds a layer of complication to the process of obtaining informed consent, because the researcher must not only get the consent from the parent but ethically ought to also try to explain the study to the child in language he or she can understand as well.
Another major difference between developmental research and research that is more of a one-shot design is that developmental studies often are longitudinal in nature. This means that the researcher needs to be able to track participants over time. Maintaining confidentiality yet retaining a way to identify an individuals data over a period of years can be a challenge--one that is not present if a researcher only makes a one-time observation of a person.
Debriefing children differs notably from debriefing adults, as well. When debriefing an adult, we can often assume that the adult will understand the language we use to explain our results, but children may not. It takes special effort on the part of the researcher to explain the results not only to the parents of children but to the children as well.
Toddlers enjoy demonstrating their skills.
Life Cycle Nutrition: Toddlers through the Later Years
While bored toddlers often need to have their attention
Berger and colleagues (2010) explored how newly-walking toddlers crossed different bridges.
A fibrous root system has similar-sized adventitious roots that branch from the stem
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