CONTEXT: Young children have increasing access to interactive applications (apps) at home and at school. Existing research is clear on the potential dangers of overuse of screens, but there is less clarity around the extent to which interactive apps may be helpful in supporting early learning. OBJECTIVE: In this systematic review, we present a narrative synthesis of studies examining whether children ,6 years can learn from interactive apps.

Introduction Research on families of young children with developmental delay and disruptive behavior problems has failed to examine caregiver stress in the context of cultural factors. Methods Families of 3‐year‐old children with developmental delay and behavior problems were recruited from Early Intervention sites. All caregivers in the current analysis (n = 147) were from immigrant and/or cultural minority backgrounds. Regarding income‐to‐needs, most families (57.8%) fell into the extreme poverty, poor, or low‐income categories. Caregivers reported on their own experiences of acculturation and enculturation as well as their child's problems. Results Path analyses revealed that higher caregiver acculturation was associated with less parenting‐specific stress, and higher caregiver enculturation was associated with less caregiver general stress. Severity of child problems was associated with more parenting‐specific stress and general stress. Exploratory analysis yielded significant differences in associations between acculturation, enculturation, and caregiver stress in Black/African American caregivers versus Hispanic White caregivers. Conclusion Findings suggest that among cultural minority caregivers of young children with developmental and behavioral problems, acculturation and enculturation may influence caregiver stress. While the cross‐sectional nature of the study precludes causal conclusions, clinicians should consider how cultural factors can be harnessed to strengthen caregiver resiliency and improve engagement in parenting interventions.