Author: Carlson, V.J. & Harwood, R.L. (2000). Zero To Three, 20:3
Source: Zero To Three, Volume 20, Number 3 (December 99/January 00)
This article appears in the December 1999/January 2000 issue of Zero to Three, the bi-monthly bulletin of the national Zero To Three organization, and is also available on the organization's website. This issue is devoted to examining cultural expectations and differences encountered by both parents and professionals in the context of providing care and services for infants and toddlers. A related article in this issue that may be of particular interest as well is entitled "Cultural Influences on Infant and Childhood Sleep Biology, and the Science That Studies It: Toward a More Inclusive Paradigm," by James J. McKenna; it is not available on the website, but the entire issue can be ordered online.
The overall purpose of the article is to provide an overview of both the structure and the content of a staff development initiative of the University of Connecticut School of Family Studies, on this topic. However, the article also provides research review and anecdotal examples that are to the point and educational in themselves.
The initial content for the training addresses definitions of culture as not merely related to ethnicity, but to educational level, socioeconomic status, lifestyle choices, geographical location, spiritual beliefs, travel and work experiences, as well. As a method for identifying cultural values and expectations, participants are asked to define what qualities or characteristics they wish for their (real or hypothetical) children to develop as they grow up. Research regarding these types of "socialization" goals across cultures is presented and compared, with interesting results.
Subsequent content looks at how parents use social networks for their children (playgroups, mother-child activities, etc.), and how both the choice of activity and the frequency of participation are often linked to those culturally defined "socialization" goals. A further look at specific expectations regarding the child's attainment of developmental milestones, particularly in areas of self-care skills, yields interesting results as well. Current research indicates that there are distinct cultural differences regarding these milestones, and challenges the notion that there is one "right" age at which any of these milestones are met.
While this article focuses on particular cultural groups as examples, the point is made that developmental competence is culturally defined, and that there is a need for child care professionals to be willing both to explore and acknowledge their own cultural beliefs and assumptions and to explore and learn about the cultural beliefs and priorities of the families they serve. The implications of this for planning successful intervention and early childhood education activities are significant.
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