The Australian first-time grandparents study: Time spent with the grandchild and its predictors
Aim: This paper presents data on the amount of contact a large cohort of first-time Australian grandparents have with their grandchild, and the amount of child care they provide. It compares these with grandparents' expectations and desired levels.
Method: Prospective grandparents were assessed on multiple measures before the birth of their grandchild, and at 6, 12, 24 and 36 months thereafter.
Results: At the 12-month assessment, grandmothers had approximately 15 hours per week contact, and provided approximately 7.5 hours per week of child care. The corresponding figures for grandfathers were 9.5 hours and 5 hours respectively. Approximately 10% of grandparents reported no contact with their grandchild, and 30-40% reported undertaking no child care. Almost half the grandparents desired more contact than they were actually getting.
Conclusion: Accurate quantification of contact and care is a prerequisite for investigation of the impact of the transition to grandparenthood on health and well-being. (author abstract)
Reports & Papers
PBS KIDS Mathematics Transmedia Suites in preschool homes: A report to the CPB-PBS Ready to Learn Initiative
An evaluation of three mathematics transmedia gaming suites, which are videos and computer games linked to established children's educational shows and characters, that examines preschool children's gains in mathematics skills and knowledge and parents' awareness and support of mathematics learning, based on pre- and post-intervention assessments and questionnaires from 46 intervention and 45 comparison children and their parents
Reports & Papers
PBS KIDS Mathematics Transmedia Suites in preschool homes: A report to the CPB-PBS Ready to Learn Initiative [Executive summary]
A summary of an evaluation of three mathematics transmedia gaming suites, which are videos and computer games linked to established children's educational shows and characters, that examines preschool children's gains in mathematics skills and knowledge and parents' awareness and support of mathematics learning, based on pre- and post-intervention assessments and questionnaires from 46 intervention and 45 comparison children and their parents
Executive Summary
