It has become almost trite to say that although we are all in the same storm, we are not in the same boat. Nonetheless, the papers in this special issue attest to the truth of this statement. Each paper provides a snapshot of how the parents and children on our planet are weathering this storm. When the pandemic struck, most research groups examining the emotional and cognitive well-being of children in face-to-face studies had to suspend their research. In every country, child developmental researchers pivoted to bring the science of child development to bear on how children and families were adjusting to the life-threatening nature of the virus and the economic and emotional threats posed by public health measures to contain and control it. The virus moved swiftly across the globe and so did the changes to children's lives. No week was like the next as events rapidly changed. There was little time to spend carefully planning excellent studies. If as a field we were to capture the impact of this constantly changing beast, we need to be in the field, yesterday. Consequently, like the first sentences of A Tale of Two Cities, it was the best of research, it was the worst of research. Child Development is far from the only journal pulling together research done on COVID-19 and its effects. Journal editors are culling through the reams of manuscripts on the pandemic generated in 2020 to identify those whose methods, results and conclusion deserve being in the archival literature. This special issue of Child Development reflects a cross-section of research in our field that has met this criteria. As such, this special issue is a good read. Like the year we have lived through, however, it is not a coherent one. The papers are only bound together by two commonalities, COVID-19 and children. From there they cover a wide range of territory and methods from a simulation of learning and earning loss because of school closures by McCoy et al. (2021) to the ways that indigenous Yucatec Mayan culture shielded children from the social disruptions experienced due to lockdowns by Alcala, Gaskins and Richland (2021). That said there are commons themes that can be highlighted.

说虽然我们都在同一个风暴中，但我们并不在同一条船上，这几乎是陈词滥调。尽管如此，本期特刊中的论文证明了这一说法的真实性。每篇论文都提供了我们星球上的父母和孩子如何度过这场风暴的快照。当大流行来袭时，大多数在面对面研究中检查儿童情绪和认知健康的研究小组不得不暂停他们的研究。在每个国家，儿童发育研究人员都致力于将儿童发育科学应用于儿童和家庭如何适应病毒威胁生命的性质以及遏制和控制病毒的公共卫生措施所带来的经济和情感威胁。病毒在全球迅速传播，儿童生活也发生了变化。随着事件的迅速变化，没有一周像下一个星期一样。几乎没有时间仔细规划优秀的学习。如果作为一个领域，我们要捕捉这种不断变化的野兽的影响，我们需要在现场，昨天。因此，就像两个城市的故事的第一句话一样，这是最好的研究，也是最差的研究。《儿童发展》远非唯一一本汇集对 COVID-19 及其影响所做研究的期刊。期刊编辑正在筛选 2020 年产生的大量关于大流行的手稿，以确定哪些方法、结果和结论值得在档案文献中记录。本期儿童发展特刊反映了我们领域中符合这一标准的跨领域研究。因此，本期特刊值得一读。然而，就像我们经历的这一年一样，它不是一个连贯的一年。这些论文仅由两个共同点、COVID-19 和儿童结合在一起。从那里他们涵盖了广泛的领域和方法，从模拟由于 McCoy 等人关闭学校而导致的学习和收入损失。( 2021) 到土著尤卡特克玛雅文化保护儿童免受因阿尔卡拉、加斯金斯和里奇兰 ( 2021 )封锁而遭受的社会破坏的方式。也就是说，有一些可以突出显示的公共主题。