Discussion 2 | Week 3 | Pandemic Henry Padilla was born on April 30, 2020-the first year of the coronavirus pandemic. His mother, who had suffered a mild case of COVID-19 3 weeks earlier, was terrified that her baby would be affected. But in every way, it was a routine delivery, and Henry, who weighed 7 pounds, 6 ounces, was a totally typical newborn. On the very same day in April that Henry was born, Mia Signorelli, 8 years old, was attending school remotely from her apartment in Brooklyn, New York. Her school had already been closed for weeks during the pandemic, and she communicated with her third-grade teacher online. Although the teacher provided lesson plans, Mia's parents struggled to help her and felt totally inadequate as instructors. As for Mia, although she missed playing with her friends in the park across from her apartment building, she was glad school was closed. For Alex Milesky, age 16, being stuck at home in a suburb of Las Vegas with his parents on that same April day was another day of torture. He felt confined, frequently complaining loudly that he was a prisoner in his own home. His parents were always checking up on him, he missed going out with his buddies, and, most of all, he missed getting together with his girlfriend, whom he had just started dating before the pandemic had struck a month-and-a-half earlier. If he hadn't had his cellphone to stay in touch with his friends, he felt he'd just go nuts. What are some questions that developmentalists who study either physical, cognitive, or personality and social development might ask about the consequences of living through the pandemic?