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This study explored the daily routines of caregivers and the coping behaviors of both children and caregivers during the novel coronavirus (COVID-19) global pandemic. We collected data from ten caregivers and their children through caregiver and child interviews, and a caregiver survey in the Summer of 2020. We used descriptive statistics, and open, axial, and selective coding processes to analyze research data. Findings indicated that caregivers experienced difficulties in balancing home, work, and personal responsibilities. Both caregivers and children experienced social and emotional challenges, and their technology and digital media use differed. To cope with challenges, caregivers and children used various coping strategies. Our study deepened our understanding of the daily routines and coping behaviors of caregivers and children during the global pandemic.

The coronavirus disease (COVID-19) pandemic had a global impact on family social and economic well-being. Individuals and families sought alternative living arrangements as a result of the financial crisis, health implications, and housing insecurity, with many joining multigenerational households. However, it is unknown how multigenerational family life affects children's well-being. Therefore, this qualitative study explored risks and resilience-building opportunities for children's psychological and social well-being in resource-constrained multigenerational households during the COVID-19 pandemic in South Africa. Five multigenerational families were selected through snowball sampling and case design. The three generations of participants were grandparents (n = 5), parents (n = 7), and children (n = 4). Data were gathered through a questionnaire and interviews. The study received institutional ethics approval. After thematic analysis, two themes and six sub-themes were identified. Risks were related to interpersonal conflict, family collective fear of COVID-19, and children's multiple other fears. Opportunities were identified as academic support, shared responsibilities, life skills and values acquisition, and family cohesion. Results demonstrated the potential risks and resilience-building opportunities multigenerational households present for children's psychosocial well-being. Multisystemic influences in a multigenerational household contribute to children's adjustment. These outcomes necessitate systemic school psychology interventions. Longitudinal studies are recommended to explore child well-being trends in multigenerational households in varying socioeconomic contexts.

Background: Families of children with developmental disabilities face extraordinary changes in their life circumstances and needs that require adaptations to create sustainable and meaningful daily routines. The present study explored the adaptation of Chinese families of children with developmental disabilities from an ecocultural theoretical perspective. Method: A total of 34 families of children with developmental disabilities were interviewed using the adapted Family Life Interview, and the data were analysed thematically. Results: The Chinese families put the needs of their child with developmental disabilities as their highest priority, sought to maintain family harmony, faced an unpredictable future, and experienced limited services to support their endeavours. Conclusion: The findings stress the importance of having a deep understanding of the cultural and social contexts that impact the lives of families of children with developmental disabilities prior to developing family-centred interventions to assist families in their changed life circumstances.

Purpose: This study aims to investigate the collaboration processes of immigrant families as they search for online information together. Immigrant English-language learning adults of lower socioeconomic status often work collaboratively with their children to search the internet. Family members rely on each other's language and digital literacy skills in this collaborative process known as online search and brokering (OSB). While previous work has identified ecological factors that impact OSB, research has not yet distilled the specific learning processes behind such collaborations. Design/methodology/approach: For this study, the authors adhere to practices of a case study examination. This study's participants included parents, grandparents and children aged 10-17 years. Most adults were born in Mexico, did not have a college-degree, worked in service industries and represented a lower-SES population. This study conducted two to three separate in-home family visits per family with interviews and online search tasks. Findings: From a case study analysis of three families, this paper explores the funds of knowledge, resilience, ecological support and challenges that children and parents face, as they engage in collaborative OSB experiences. This study demonstrates how in-home computer-supported collaborative processes are often informal, social, emotional and highly relevant to solving information challenges. Research limitations/implications: An intergenerational OSB process is different from collaborative online information problem-solving that happens between classroom peers or coworkers. This study's research shows how both parents and children draw on their funds of knowledge, resilience and ecological support systems when they search collaboratively, with and for their family members, to problem solve. This is a case study of three families working in collaboration with each other. This case study informs analytical generalizations and theory-building rather than statistical generalizations about families. Practical implications: Designers need to recognize that children and youth are using the same tools as adults to seek high-level critical information. This study's model suggests that if parents and children are negotiating information seeking with the same technology tools but different funds of knowledge, experience levels and skills, the presentation of information (e.g. online search results, information visualizations) needs to accommodate different levels of understanding. This study recommends designers work closely with marginalized communities through participatory design methods to better understand how interfaces and visuals can help accommodate youth invisible work. Social implications: The authors have demonstrated in this study that learning and engaging in family online searching is not only vital to the development of individual and digital literacy skills, it is a part of family learning. While community services, libraries and schools have a responsibility to support individual digital and information literacy development, this study's model highlights the need to recognize funds of knowledge, family resiliency and asset-based learning. Schools and teachers should identify and harness youth invisible work as a form of learning at home. The authors believe educators can do this by highlighting the importance of information problem solving in homes and youth in their families. Libraries and community centers also play a critical role in supporting parents and adults for technical assistance (e.g. WiFi access) and information resources. Originality/value: This study's work indicates new conditions fostering productive joint media engagement (JME) around OSB. This study contributes a generative understanding that promotes studying and designing for JME, where family responsibility is the focus.

The article focuses on two different versions of the childhood and life history of a female "child of a Russian" who grew up in the Soviet occupation zone and the later German Democratic Republic (GDR). Besides a biographical-narrative interview, there is also a published text on the author's childhood memories. The article concentrates on the childhood of the author/interviewee, since the published version does not provide any information on her later life, and picks out two so-called "key scenes" that appear in both the published version and the interview, comparing the different versions with each other and examining them for ruptures, inconsistencies and changes. For the purpose of better understanding the analysis of these scenes, a third scene is added, which, however, only comes up in the interview. The analysis pursues the question of whether different presentations of a scene have something to do with the methodological particularities of an oral autobiographical narration as opposed to a written one, and what kind of knowledge is gained from contrasting two different self- testimonies.

Individualised education programmes (IEP) will be practiced with children with special needs (CWSN) and their families. The main factor for IEP's success is the participation of the family and also, their children. In this study, views and suggestions about participation of families of CWSN in their IEP processes are examined. The research is based on qualitative research. Five mothers and a grandmother with CWSN were participated; data are collected via semi-structured interview technique and analysed with inductive analysis technique. This research uncovers that the participants did not participate in their children's diagnosis, assessment, settlement and follow-up processes, and they were not content with the assessment results. Also, the participants who did not participate in the IEP were not even aware of the legal obligation that they had to and their children's IEP, they were not in cooperation with the teacher in that process, and teachers did not show the progress in the children to the families even if they recorded that.

The recent adaptation of a Chinese parent version of the Autism Spectrum Rating Scale showed the Modified Chinese Autism Spectrum Rating Scale to be reliable and valid for use in China. The aim of this study was to test the Modified Chinese Autism Spectrum Rating Scale for fit to the Rasch model. We analysed data from a previous study of the Modified Chinese Autism Spectrum Rating Scale which comprised 1593 non-cases and 420 children diagnosed with autism spectrum disorder. We used super items based on groups of locally dependent items and item deletion when necessary to achieve good fit to the model for each of the three subscales identified by Zhou et al. and for the full 59-item Modified Chinese Autism Spectrum Rating Scale. The resulting conversion tables enable the use of genuine unidimensional, interval level scores for the total score and three subscales. Reliability was high with Person Separation Index values ranging from 0.83 to 0.89 for the three subscales and 0.79 for the total scale. In addition, we were able to identify a full-scale version of the Autism Spectrum Rating Scale and its three subscales that are all free of differential item functioning in relation to the five person factors recorded namely age, sex, caseness, relative and city. In future studies, the Teacher version of the Modified Chinese Autism Spectrum Rating Scale needs examination with Rasch analysis.

Purpose: This study investigated the effects of enhanced milieu teaching (EMT) on caregiver implementation of language support strategies and child communication skills using a hybrid telepractice service delivery model. Method: Four caregivers and children with language delays aged 18-27 months participated in a multiple baseline across behaviors single-case research design. The therapist provided EMT to each caregiver-child dyad using a hybrid telepractice service delivery model with approximately 40% in-person and 60% telepractice sessions. Caregivers were taught to use five EMT language support strategies: matched turns, target talk, expansions, time delays, and milieu teaching episodes. Caregiver instruction followed the Teach-Model-Coach-Review approach. Caregiver outcomes were two measures of EMT implementation fidelity, accuracy, and frequency of EMT strategy use. Accuracy was measured by the percentage of spoken turns in which caregivers used each strategy correctly. Frequency was measured by the number of spoken turns in which caregivers used each strategy correctly. Child outcomes were number of communication acts, weighted count of communication acts, and number of different words. Results: There was a functional relation between the intervention and the accuracy of EMT strategy use for all four dyads, and the frequency of strategy use for three dyads. Caregiver use of EMT strategies maintained for 6 weeks post-intervention. After caregivers learned EMT strategies, gradual increases in the number of communication acts, weighted count of communication acts, and number of different words occurred for three children. Conclusion: Results demonstrate the preliminary efficacy of using a hybrid telepractice service delivery model to teach caregivers EMT language support strategies.

The protective effects of social support for caregiver mental health are well documented, however the differential impact of support providers (partner, child, family, siblings, friends, professionals) and types (perceived, received) remain unclear. Observational data from 21 independent studies, involving a pooled sample of 2273 parents, stepparents and grandparents of children (aged [less than or equal to] 19) with autism spectrum disorder (ASD) were examined. Pearson's r, publication bias and heterogeneity were calculated using random effects modelling. Significant associations were noted between lowered depressive symptoms and positive sources of support, regardless of support type. Parental mental health can be enhanced by strengthening close personal relationships alongside connections with formal support services. Longitudinal research is needed to explore support need and perceived helpfulness over time.

Intergenerational volunteerism is a global phenomenon that aids multiple generations. Considering the positive evidence of volunteering among older adults and their desire for engagement with children, it is important to explore older adult volunteers' experiences in intergenerational programs with a specific focus on the cultural and social impacts of volunteering in educational settings. Using a phenomenological qualitative approach, 43 interviews with older adult volunteers (23 in South Korea (Korea) and 20 in the United States (US) in intergenerational programs were conducted. Participants were recruited from the Beautiful Story Grandma (BSG) in Korea and the Foster Grandparent Program (FGP) in the US in 2019. Three major themes emerged from the interviews revolving around the role of culture and other demographics in the experience of volunteering: (1) Benefits from volunteering with children that transcend demographic and geographic differences; (2) distinctive cultural factors lead to different experiences of volunteering in educational settings; and (3) operational and procedural differences of volunteer programs impact older adult volunteers' experiences in educational settings. This comparative research can inform the development of culturally responsive intergenerational volunteering programs for older adults and other generations in their communities.

This article reports on the effect of a community-based social support programme offered through a government-linked centre that works on the resilience of children of families from low socioeconomic backgrounds. Purposive sampling was used to select four parents (mothers) and nine school-going children (N = 13) who all benefit from and attend a community-based social support programme (drop-in centre) that targets vulnerable learners and their families. A case study design was implemented to construct data using biographical questionnaires, semi-structured interviews and focus group discussions. The findings revealed that the socioeconomic status of families and the degree of vulnerability of primary school children are key determinants and identification strategies that are used by schools to refer learners to social support programmes aimed at supporting their resilience. Moreover, the identification of vulnerable children through the school system enhances and facilitates their family's access to social support programmes.

A family systems approach is required to identify the needs of families of children with autism. This paper explores how grandparents support children with autism and their parents using a family systems perspective. A thematic analysis of eighteen semi-structured interviews was conducted with participants from nine families, capturing experiences of both parents' and grandparents'. Themes identified were family recalibrating; strengthening the family system; and current needs and future concerns of grandparents. The views of families indicated the overwhelming need to acknowledge the grandparental role in supporting families that strengthen the family system by supporting the needs of a child with autism. Findings revealed that grandfathers have a calming role in these families where children have significant behavioural difficulties.

To what extent are multigenerational forces associated with the becoming of measured academic skills? This study argues that by considering inhuman(e) ontologies such as a system of racialized structural relations, a new materialist and radical black feminist lens opens up new possibilities for conceptualizing and understanding how shifting structures of sociopolitical relations have had temporally enfolding (re)configured and (re)produced differences over multiple generations. By fitting multilevel growth models to the Child Development Supplement of the Panel Study of Income Dynamics, this study empirically demonstrates (1) the importance of the grandparent's wealth and permanent income on the grandchild's embodied reading development in relation with the parent's material resources; (2) the importance of historically shifting sociopolitical relations and their materialization in the becoming assemblages of reading skills; and (3) that multigenerational processes are an assemblage of historical, sociopolitical, and biopolitical forces. The author argues that systems of sociopolitical relations outlive individuals and their shifting ontologies do materialize in constrained, enabled, or debilitated bodily capacities across multiple generations. It is suggested that scholars, policymakers, and practitioners must take seriously the multigenerational forces of regenerative capacities.

Bereavement has been extensively studied over the years, yet scholarly work depicting, with the first-person perspective, the experience of childhood bereavement is severely lacking. The research question I set out to answer here is: What is it like as an Asian child to experience bereavement following grandparental death? As such, self-introspection was exercised, and this, together with the diaries and free writings generated at the time of my grandma's death, was used as the basis for autoethnographic reflections. It is hoped that my story presented here can offer a psychological portrayal of an Asian child enduring grandparental death, and illuminate the grandmother-grandson relationship in a Chinese society. (Contains 3 notes.)

Grandparents can play critical roles in the lives of children with intellectual and developmental disabilities and their families. However, current research and understanding around grandparent roles and experiences is limited. The purpose of this qualitative study was to examine the roles and experiences of grandparents supporting children with disabilities. In this article, the voices of grandparents with diverse experiences are presented. Key themes that emerged were the role of the grandparent, boundaries in roles and space, navigating family dynamics, and the general experiences of grandparenting. These findings have implications for the types of supports provided to grandparents and for practitioners working with families who have actively involved grandparents.

Healthful dietary intakes are crucial for stemming the current childhood obesity epidemic. We examined the dietary intakes of 392 Michigan children aged 1-12 years. About 70% and 58% of children ate fruits and vegetables, respectively, each day; 26% drank sugar-sweetened beverages; and 31% ate with a television on. Children's vegetable intakes were significantly and moderately correlated with their parents' vegetable intakes (r = 0.34-0.38), but their fruit intakes were more related to their grandparents' fruit intakes (r = 0.31). Due to the relative representativeness of our sample and similarities in eating patterns across the region, Extension professionals may consider our study findings when designing tailored nutrition education programs for families in the midwestern United States.

Grounded in critical and emancipatory theories, five critical ethnographies about the lives of children, grandchildren, colleagues, students, and teachers are analyzed and synthesized to illuminate the ways in which individuals are racially socialized over their lifespans. Three propositions for early childhood contexts were apparent across the studies: (1) racial identity and dysconsciousness are learned over time and across multiple spaces; (2) critical racial literacy is a complex, cyclical, and sometimes contradictory process; and (3) critical racial literacy demands acknowledging and confronting blind spots. Building on these propositions, the authors present implications for enacting practices that promote critical racial literacy in early childhood education settings around the globe.

This Conversation Analysis study investigated how a speech and language therapist (SLT) created opportunities for communication aid use in multiparty conversation. An SLT interacted with a child with multiple disabilities and her grandparents in a home setting, using a bliss board. The analyses demonstrated a practice where the SLT employed sequential and multimodal methods to open up interactional spaces for board use. The board was used within this space either by the child, or by the SLT. The space was then closed by the SLT's attentive checking for confirmation or rejection of the meaning of the board indication. The meaning-making processes were actively initiated, supported, and closed by the therapist, using a variety of linguistic and bodily methods such as questions, non-finished turns, indication modeling, and adjusting the board's position. The child confirmed or rejected the therapist's moves using board indications, vocalizations, gaze, head movements, and smiles. The analysed practice creates opportunities for teaching and possibly also for learning how to use a communication aid.

This practitioner research article sought to provide an interpretation of the parental experience of video interaction guidance (VIG). Two mothers and one grandmother participated in one cycle of VIG and one interview about their experiences. Transcripts were analysed using Interpretive Phenomenological Analysis (IPA). Findings indicated that parents valued the opportunity to use video to reflect on their interaction skills. They felt empowered to use their learning to develop relationships with their children. Questions emerged about parents' experiences of control and feeling judged during VIG. Participants' felt VIG involved some judgement of their parenting skills and their children's communication skills. This is discussed within the wider socio-cultural context of practitioner-client relationships. The article highlighted implications for VIG practitioners to be honest about their positions and mindful of the feelings of the clients they support. Understanding of the function of the relationship between the guider and the VIG client was identified as an area for future research.

Research highlights the importance of early childhood intervention (ECI) for children with disabilities, and there is an increasing interest in China with respect to research on ECI. However, little research exists exploring the experience of families of young children with disabilities receiving ECI services and supports in China. The purpose of this study was to understand the ECI experiences of families of such children. A qualitative research design was used, and data were collected through interviews with six families in southwest China. This study indicated that, although China has made some progress in ECI for young children with disabilities, progress in this area is still at an early stage of development. Many issues still need to be addressed, including knowledge about typical and atypical development, early identification, professional development, increased government investment, and better implementation of existing laws.

Given the CDC's report of a 30% increase in autism spectrum disorder (ASD) diagnoses over the past two years, it is important to increase awareness and educate teachers and students in both general and special education classrooms. One way to bridge the gap between students with and without ASD is to use authentic narrative fiction as a teaching tool. The goal of this study was to identify aspects of stories with characters with ASD that contribute to authentic and accurate depictions. Insights were elicited from focus groups that included insiders, individuals or family members with ASD, and educators who work with students with ASD. The participants read, reviewed, and discussed fictional narratives that highlighted a character with ASD. Various themes emerged from the focus groups regarding views on authentic and accurate ASD depictions. Discussion and suggestions are presented for future use of narrative fiction in raising awareness in educational settings.

This article reports on an ethnographic study involving the literacy practices of two multilingual Chinese children from two similar yet different cultural and linguistic contexts: Montreal and Singapore. Using syncretism as a theoretical tool, this inquiry examines how family environment and support facilitate children's process of becoming literate in multiple languages. Informed by sociocultural theory, the inquiry looks in particular at the role of grandparents in the syncretic literacy practices of children. Through comparative analysis, the study reveals similarities and differences that, when considered together, contribute to our understanding of multilingual children's creative forms of learning with regard to their rich literacy resources in multiple languages, the imperceptible influences of mediators, various learning styles and syncretic literacy practices.

Trauma is thought to interfere with normal grief by superimposing symptoms of posttraumatic stress disorder. This exploratory pilot study examined the association between traumatic grief and objectively measured physiological reactivity to a trauma interview in 13 children who lost relatives in the Oklahoma City bombing as well as a potential link between children and their maternal figures in physiological reactivity. Although the authors found no association between posttraumatic stress and objectively measured physiological reactivity among children, they found significant differences in objectively measured reactivity associated with loss and grief. Children who lost "close" relatives evidenced greater objectively measured reactivity than those who lost "distant" relatives. For the most part, children with higher levels of grief evidenced greater objectively measured reactivity than those with lower levels of grief. The most interesting of the findings was the parallel pattern in objectively measured physiological reactivity between children and their maternal figures along with a positive association between children's objectively measured physiological reactivity and maternal figures' self-reported physiological reactivity. Research using larger representative samples studied early and over time is indicated to determine the potential significance of these findings. (Contains 1 table.)

Background: This study investigated associations between the presence of a child with autism or Asperger's disorder in the family, family functioning and grandmother experiences with the goal of better understanding grandparent involvement in the lives of grandchildren on the autism spectrum and their families. Methods: Mothers and grandmothers of children who were either typically developing or on the autism spectrum completed parallel forms of a grandparent involvement measure. Mothers reported on the functioning of the immediate family. Data were analysed via multilevel modelling with mother-grandmother dyads as the unit of observation. Results: Autism spectrum disorders in children were associated with more flexible family functioning, lower levels of family satisfaction, greater grandmother difficulties and more grandmother information needs. Conclusions: Participation of grandparents in diagnostic and treatment meetings and increased communication among family members may facilitate grandparent support and involvement in families with a child on the autism spectrum. (Contains 3 tables.)

This paper aims to provide developmental data on two connected naive inheritance concepts and to explore the coherence of children's naive biology knowledge. Two tasks examined children and adolescents' (4, 7, 10, and 14 years) conceptions of phenotypic resemblance across kin (in physical characteristics, disabilities, and personality traits). The first task required participants to predict and explain feature outcomes in both an offspring and a sibling, in a modified version of the phenotypic similarity task. In the second task, participants offered explanations for instances of parent-offspring dissimilarity and grandparent-offspring resemblance (phenotypic difference task). The inclusion of two tasks and a broad age range revealed significant age trends between 4 and 10 years in naive inheritance concepts. However, there was little consistency in children's inheritance explanations within or across tasks. The findings are discussed with reference to debates concerning the development and structure of naive biology concepts. (Contains 6 tables.)

The objective of this study was to examine intergenerational eating patterns within two sets of families, those with an obese child and those with a normal weight child, and to assess the impact of intergenerational influences on children's eating. A qualitative study design was used, incorporating focus groups and semi-structured interviews. Sixteen focus groups took place and 27 semi-structured interviews were held with different generations. Focus groups were conducted in the community with grandparents, parents and children from different families. This was followed by semi-structured interviews, involving individuals from three generations within families with an obese child and within families with a normal weight child. An examination of intergenerational eating has shown that eating patterns have changed regardless of whether or not families have children who are obese. The grandparent's eating patterns were more structured, whereas the children's eating patterns were less so. There have been more changes, and eating is less structured, within those families with an obese child than those families with a normal weight child. It is recommended that approaches to tackling childhood obesity concentrate on the family setting and the ways in which professionals can support families to change eating practices. Future research should formally test the relationship between the concept "structured eating" and the "what" of eating, in order to determine whether there is a link between intergenerational eating patterns and childhood obesity.

In this essay, I explore a child's experience of engaging with animals, and through animals, humans in her life. For children and adults alike, most of life happens in mundane moments. Yet, bumped along through time and mundane everydayness, we are periodically struck by something. This is a story about a child's experience of out-of-the-ordinariness, of being struck, being struck by and seeing, really seeing rabbits.

Background: Caring for a child with a disability can be a unique and challenging experience, with families often relying on informal networks for support. Often, grandparents are key support resources, yet little is known about their roles and experiences. Reporting on data collected in a larger Australian study, this article explores grandparents' experiences of caring for a child with a disability and the impact on their family relationships and quality of life. Method: A qualitative purposive sampling design was utilised; semi-structured interviews were conducted with 22 grandparents (17 women, 5 men) of children with a disability. Grandparents ranged in age from 55 to 75 years old and lived within a 90-min drive of Brisbane, Australia. Interviews were transcribed and responses analysed using a thematic approach, identifying categories, themes and patterns. Findings: Four key themes characterised grandparents' views about their role in the family: "holding own emotions" (decision to be positive), "self-sacrifice" (decision to put family needs first), "maintaining family relationships" (being the "go-between") and "quality of life for family in the future" (concerns about the future). Conclusions: Grandparents are central to family functioning and quality of life, but this contribution comes with a significant cost to their own personal well-being. Implications for policy, practice and research are discussed, particularly grandparents' fear that their family could not cope without their support.

Purpose: Attitudes toward stuttering, measured by the "Public Opinion Survey of Human Attributes-Stuttering" ("POSHA-S"), are compared among (a) two different representative samples; (b) family generations (children, parents, and either grandparents or uncles and aunts) and neighbors; (c) children, parents, grandparents/adult relatives, and neighbors of the same family/neighbor units vs. individuals from different family/neighbor units; and (d) attitudes from one Turkish city with an international database archive. Methods: Following a school-based, three-stage, cluster probability sampling scheme, two sets of children, parents, grandparents/adult relatives, and neighbors (50 each) in Eskisehir, Turkey (PROB1 and PROB2) completed Turkish translations of the "POSHA-S." The "POSHA-S" measures attitudes toward stuttering within the context of other attributes, such as obesity and mental illness. Results: Both replicates of the sampling procedure yielded strikingly similar attitudes for stuttering between children, parents, grandparents/adult relatives, and neighbors in PROB1 vs. PROB2, and between all pair-wise comparisons within PROB1 and PROB2. By contrast, attitudes toward obesity and mental illness were dissimilar. Correlations were small to moderate among attitudes of the same family/neighbor units but were essentially nonexistent between different family/neighbor units. Attitudes toward stuttering in Eskisehir were estimated to be less positive than attitudes from a wide range of samples around the world, although exceptions occurred. Conclusions: A school-based probability sampling procedure yielded consistent findings that are likely different from results from convenience samples. Families appear to be an important influence in determining public attitudes toward stuttering and other human attributes. Educational objectives: The reader will be able to: (i) identify similarities and differences among attitudes toward stuttering across generations; (ii) identify similarities and differences among attitudes toward stuttering in Turkey vs. other places in the world; (iii) describe a school-based probability sampling scheme; (iv) describe advantages of using a standard instrument to measure public attitudes toward stuttering. (Contains 2 figures and 3 tables.)

With whom do parents discuss medical and behavioral child-rearing questions? In a telephone survey of 167 parents (49 fathers and 118 mothers) in the southern United States, the authors found that mothers express a clear preference for their own mother's advice as opposed to that of their mother-in-law. Fathers are less likely to consult any relative and show little preference for their own mothers in seeking parenting advice. Directions for further research are discussed. (Contains 6 tables.)

This paper investigates informal learning, literacy and language development occurring in the home through exchanges between children of three to six years of age and their grandparents in Sylheti/Bengali-speaking families of Bangladeshi origin and monolingual English-speaking families of mixed ethnicity living in east London. A survey identifying the range of learning activities taking place in and around the home is reported and extracts from case study material from nine families obtained through interviews, video-recording and scrapbooks are explored in terms of the patterns of interaction, the kinds of knowledge exchanged and the discursive opportunities opened up in this process. The findings are interpreted in relation to sociocultural theory where the understandings and skills held by both adults and children can be regarded as contributing to learning as a joint enterprise. The relevance of the exchanges is considered in relation to the shifts between the discursive spaces in which language learning occurs.

The United States continues to have the highest incidence of adolescent births among industrialized nations. This study used transactional and life span theories of development to examine whether caregiving patterns assessed over the first 24 months postpartum predicted children's behavior and academic achievement at 7 years. Participants included 120 primiparous, urban, low-income, African American adolescent mothers who participated in a randomized controlled trial of home intervention. Group-based trajectories were used to examine the pattern of caregiving involvement over time. Two distinct, consistent trajectories of caregiving involvement were found: maternal and shared. Maternal caregiving involvement over the first 24 months postpartum predicted positive child behavior and academic achievement at 7 years. In keeping with both transactional and life span theories, findings suggest that adoption of the parent role may lead to positive long-term outcomes for children of adolescent mothers. (Contains 4 tables and 1 figure.)

Studies on child development in cross-cultural contexts generally contrast child-rearing practices in traditional or non-Western with those of Western societies. Thus, they show how non-Western communities tend to emphasise the importance of interdependence and collectivism between family and group members; Western communities focus rather on the role of the individual and achievement within a competitive milieu. Similarly, close observation by younger siblings of older children and caregivers who "model" tasks to be learned are usually concepts referring to non-Western groups, whilst those detailing "scaffolding" tend to focus on the caregiver/child dyad in the West. This paper questions the value of such binary divisions when studying the learning taking place in the homes of third-generation migrants to the UK. Using examples of children, their younger siblings and their grandmothers in London, it shows ways in which the older generation skilfully syncretises traditional and Western teaching practices and how each child responds appropriately to the tasks in hand. (Contains 2 figures, 2 tables and 7 notes.)