Building a model of cultural universality with specificity for global early childhood development

Abstract

Numerous longstanding developmental theories have emphasized the important role that culture and context play in shaping young children’s skill development. Nevertheless, the field lacks explicit models describing the extent to which early childhood development may be similar (universal) versus different (specific) across cultures. In this article, I review evidence from multiple fields regarding both similarities and differences in the form, timing, and relevance of early health, learning, and psychosocial skills across cultures. I then synthesize this evidence, highlighting themes intended to build an integrated model of developmental universality with specificity that can be used to inform science and policy. I conclude with recommendations for the field, including suggestions for a more inclusive approach to studying early childhood development that breaks down established barriers among fields, stakeholders, and geographies.

Profiles of Quality in Three Distinct Early Childhood Programs Using the Brief Early Childhood Quality Inventory (BEQI)

“…The BEQI items could serve as a starting point for more extensive adaptation and addition of items that correspond to specific quality goals. Identifying an anchor set of items would help satisfy a global need for a feasible measure of quality that can be used at scale and responds to recent calls for more evidence on the extent to which children experience nurturing environments globally during the preschool years (McCoy et al, 2022 ).…”

“…Although some country settings emphasize autonomy in early childhood settings, others prioritize interdependence and interconnection (Tobin, 2005 ). While global emphasis has recently shifted toward a definition of quality that prioritizes child directedness in ECCE, it is unclear how this idea resonates with prevailing norms and expectations for child development in many parts of the world (McCoy, 2022 ).…”

Early Childhood Islamic Boarding School in The Perspective of Education Sciences

“…Even specifically for the context of early childhood education, the education experts use the concept "development" and not learning because the essence of learning in early childhood education institutions as recorded in the Regulation of the Minister of Education and Culture of the Republic of Indonesia No.137 / 2013 is intended as an effort to develop six aspects of early childhood development which include the development of religious and moral values, physical motor, cognitive, language, social emotional and art. And aspects concerning social emotional development are considered as the earliest phase that must get a touch (McCoy, 2022;Wujiati et al, 2019;Zandika Aan, 2019).…”

What Can Cognitive Science Do for People?

“…First, it would help to focus on the variations in culture and context that humans have across the globe. Theories of cognition, no matter how interesting or sophisticated, cannot be sharpened using only a tiny sliver of people to represent humanity (Bryan, Tipton, & Yeager, 2021;McCoy, 2021). The inclusion of people with a wide range of developmental, cultural, and societal experiences is crucial, both in terms of research participants and practitioners.…”