Bringing developmental science closer to families: Caregivers’ and professionals’ perspectives on participation in early childhood research
Abstract
Developmental research has historically underrepresented families experiencing psychosocial adversity, partly due to barriers posed by in-person laboratory paradigms. Online, webcam-based methods may support more inclusive research, but their design must be informed by the communities they seek to include. Four focus groups were conducted with caregivers of young children (n = 10) and professionals from child protection, health, and education settings (n = 12), exploring barriers and facilitators to participation, and attitudes toward online data collection. Transcripts were analysed using reflexive thematic analysis, with participant resonance checks. Families expressed concerns about privacy and the use of children’s images, while professionals described hypervigilance towards authority among multi-challenged families. Developmental feedback and resources were valued over financial incentives, and online participation was viewed favourably, conditional on material and researcher support. Inclusive developmental science requires moving closer to families’ spaces and priorities, for instance by running studies in places families already use.
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BibTeX
@misc{portugal2026bringing,
title = {{Bringing developmental science closer to families: Caregivers’ and professionals’ perspectives on participation in early childhood research}},
author = {Ana Maria Portugal and Eugénia Ribeiro and Marlene Sousa and Isabel Soares and Adriana Sampaio},
howpublished = {PsyArXiv},
year = {2026},
month = nov,
doi = {10.31234/osf.io/fyuqp_v1},
url = {https://osf.io/preprints/psyarxiv/fyuqp_v1/},
note = {CC BY 4.0},
}
RIS
TY - UNPB
TI - Bringing developmental science closer to families: Caregivers’ and professionals’ perspectives on participation in early childhood research
AU - Ana Maria Portugal
AU - Eugénia Ribeiro
AU - Marlene Sousa
AU - Isabel Soares
AU - Adriana Sampaio
PY - 2026
DA - 2026/11/02
PB - PsyArXiv
DO - 10.31234/osf.io/fyuqp_v1
UR - https://osf.io/preprints/psyarxiv/fyuqp_v1/
AB - Developmental research has historically underrepresented families experiencing psychosocial adversity, partly due to barriers posed by in-person laboratory paradigms. Online, webcam-based methods may support more inclusive research, but their design must be informed by the communities they seek to include. Four focus groups were conducted with caregivers of young children (n = 10) and professionals from child protection, health, and education settings (n = 12), exploring barriers and facilitators to participation, and attitudes toward online data collection. Transcripts were analysed using reflexive thematic analysis, with participant resonance checks. Families expressed concerns about privacy and the use of children’s images, while professionals described hypervigilance towards authority among multi-challenged families. Developmental feedback and resources were valued over financial incentives, and online participation was viewed favourably, conditional on material and researcher support. Inclusive developmental science requires moving closer to families’ spaces and priorities, for instance by running studies in places families already use.
ER -