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.)