Producing Family Time: Practices of Leisure Activity Beyond the Home

Family life is conducted in public as well as at home, but the public aspect of family activity is seldom studied (a pattern that tends to reproduce privatized notions of family life). This observational study examines one site for public family activity, the community zoo. I show that visiting the zoo involves the group in a routinized activity that reinforces significant social boundaries, including those of family membership. Conceptually, the analysis identifies parental work practices—based on mostly implicit ideologies of family life—whose skills are treated at some moments as unremarkable and in other circumstances as key signifiers of good parenting. My aim is to bring into view the settings and circumstances within which parents pursue such activities with children, thereby illustrating an analytic approach that locates these practices within a broader social landscape.     

Family therapy with selectively mute children: a case study

Due to its rarity (<1% of all clinical cases), few Marriage and Family Therapists have significant expertise in dealing with children who have become selectively mute, and little research has been conducted to determine the effectiveness of family therapy in treating this disorder. Much of what has been researched does not serve to provide a cohesive or uniform road map to follow in determining the course of treatment. The purposes of this article are (a) to present a case study outlining specific treatment interventions in a specific case used over the course of 2 years in a school-based setting, (b) to demonstrate the efficacy of utilizing school-based family-centered treatment, and (c) to stimulate further research and development on the efficacy of family therapy in alleviating anxiety and stress in children who have developed this disorder.     

The road to conventional tool use: Developmental changes in children's material engagement with artifacts in nursery school

The development of tool use in early childhood is a topic of continuing interest in developmental psychology. However, the lack of studies in ecological settings results in many unknowns about how children come to use artifacts according to their cultural function. We report a longitudinal study with 17 sociodemographically diverse children (8 female) attending a nursery school in Madrid (Spain) and their two adult female teachers. Using mixed-effects models and Granger causality analysis, we measured changes in the frequency and duration of children's object uses between 7 and 17 months of age and in the directional influences among pairs of behaviors performed by teachers and children. Results show a clear shift in how children use artifacts. As early as 12 months of age, the frequency of conventional uses outweighs that of all other types of object use. In addition, object uses become shorter in duration with age, irrespective of their type. Moreover, certain teachers' nonlinguistic communicative strategies (e.g., demonstrations of canonical use and placing gestures) significantly influence and promote children's conventional tool use. Findings shed light on how children become increasingly proficient in conventional tool use through interactions with artifacts and others in nursery school.