In the examples of developmental research we have discussed, observations of children are fairly widely spaced. When we observe once a year or every few years, we can describe development, but we cannot easily capture the processes that produce it.
The microgenetic design, an adaptation of the longitudinal approach, presents children with a novel task and tracks their mastery over a series of closely spaced sessions. Within this “microcosm” of development, researchers observe how change occurs. The microgenetic design has been used to trace infants’ mastery of motor skills, such as crawling and walking; the strategies children use to acquire new knowledge in reading, math, or science; and gains in children’s social competence (Adolph et al., 2012; Booker & Dunsmore, 2017; Laski & Siegler, 2014). Investigators try to conduct microgenetic research on participants who are in transition—ready to master the particular skill being studied. Because of their interest in studying developmental change as it takes place, dynamic systems researchers often choose the microgenetic design.