Files
Download Full Text (92.1 MB)
Abstract
Background
The first five years of a child’s life are a very important time. What happens during these early years has a big effect on how the child grows, learns to communicate, and relates to others. When caregivers respond warmly and consistently, children tend to do better later on. However, most screening tools used to spot developmental concerns are based mainly on Western ideas of what is normal. These tools often don’t match what many families from different backgrounds believe about child growth, behavior, or communication. As a result, children from diverse communities can be missed or identified too late.
Methods
This narrative literature review brings together studies and ideas about how cultural beliefs affect the way people notice and refer developmental concerns in children from birth to age five. It is organized around Super and Harkness’s (1986) Developmental Niche framework and draws from a range of reliable research and policy sources.
Results
The review shows that cultural beliefs play a major role in what caregivers and teachers see as normal development. Many families place high value on social harmony, cooperation, respect, and being part of the family group. In contrast, standard tools tend to focus more on independence, speaking up early, and acting on one’s own. When these views don’t line up, children can be misunderstood, referred late, or not referred at all.
Conclusions
To improve early identification, we need to work closely with families and bring community knowledge into the process. Tools that have been adapted with input from the community like those used in South Africa and Aboriginal communities in Australia (Botes et al., 2023; Reid et al., 2022) help make screening more relevant and encourage families to participate more fully.
Publication Date
2026
Keywords
Keywords: cultural beliefs, child development, early identification, developmental screening, culturally responsive practices, early intervention
Disciplines
Accessibility | Early Childhood Education | Special Education and Teaching
Faculty Advisor/Mentor
Dr. Yaoying Xu
Is Part Of
VCU Graduate Research Posters
Included in
Accessibility Commons, Early Childhood Education Commons, Special Education and Teaching Commons