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Little has been written about the role of the peer group in the lives of adolescent mothers. There has been speculation that an adolescent mother's peer relationships change as a result of pregnancy andparenthood. The literature indicates that peers become less able to provide a support system. Little empirical evidence has been provided to support this speculation. This study assessed a sample of 46 adolescent mothers on the amounts and types of supportprovided byfriends as compared to relatives and examined peer support in relation to parenting stress. The Inventory of Social Contacts measured levels of perceived child-rearing, emotional, and material support and interference from family and friends. The Parenting Stress Index assessed self-reported parenting stress arising from child and parent characteristics. Results of repeated-measures ANOVAs and Pearson correlations indicated that, as compared to family, friends provide more emotional support and less interference. Parenting stress is buffered more effectively by the support that is provided by friends.

The purpose of this article is to explore the relationships in curriculum thinking, development, and implementation between gifted education and early childhood education. Young gifted children (ages birth to eight) are among the most underserved populations of gifted children; yet, we know that early intervention has a significant effect on their continued development. In this article, we provide a review of the current curriculum models used in gifted child education and early childhood education, focusing on a comparison of the two. We examine the role of the child in the curriculum making, the voice of the parents, and the responsibilities of the teacher. Finally, we turn our attention to the Reggio Emilia approach to early childhood education as a means to expand our view of "curriculum," the importance of the environment, and the crucial need to use the child's needs, interests, and abilities as the initial and sustaining focus of curriculum development.

The authors review the literature on televiewing mediation from a family-systems perspective. Three types of mediation—restrictive, evaluative, and unfocused—are defined. Four prominent factors influencing mediation are identified and discussed: family structure variables, parent variables, child variables, and television accessibility. Factors that influence televiewing mediation are discussed. The question “Should parents mediate?” is addressed and two courses of action for mediation are presented.

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