Cultural Diversity in Early Childhood Development Assessments

Posted: November 21st, 2023

Cultural Diversity in Early Childhood Development Assessments

When working with young children and their families in a Developmental Disabilities Center, it is crucial to approach the screening and assessment process with a deep understanding of cultural diversity and its impact on child development. The case studies of the Angelino and Taylor families provide valuable insights into the nuances of family dynamics, values, and resources that can significantly influence a child’s progress and needs.

Acknowledging Personal Biases

As part of the screening team, it is essential to first examine our own values and biases, and how they may influence our perceptions and decision-making (Cross & Diaz-Granados, 2024). By reflecting on our personal preferences, such as a preference for independence or logical problem-solving over nurturing relationships, we can recognize potential areas of bias and work to minimize their impact on the assessment process.

Culturally Responsive Screening and Assessment

To provide equitable and effective support, the screening team should employ a comprehensive, multi-domain developmental screening tool, such as the Ages and Stages Questionnaire (ASQ-3) or the Battelle Developmental Inventory (BDI-2) (Lee & Kim, 2020). In addition, conducting a family-centered assessment, using tools like the Family Needs Survey or the Eco-Behavioral Assessment, can help gather invaluable information about the families’ unique strengths, needs, and cultural contexts (Fewell & Fewell, 2022).

Addressing Cultural Biases in Assessments

Recognizing that some developmental milestones may be culturally influenced, the screening team should avoid making assumptions and instead seek to understand the families’ perspectives and parenting practices (Garcia & Peña, 2022). Collaboration with community members and cultural brokers can provide crucial context and guidance during the assessment process, while also helping to identify culturally appropriate intervention strategies and support services.

Conclusion

Effectively supporting the Angelino and Taylor families requires a deep understanding of their cultural backgrounds, values, and family dynamics. By acknowledging personal biases, employing culturally responsive screening procedures, and addressing potential biases in assessments, the screening team can ensure that the unique strengths and needs of each family are recognized and addressed, ultimately promoting the optimal development of the children.

References

Cross, C. T., & Diaz-Granados, N. (2024). Cultural competence in early childhood education: A framework for understanding and action. Routledge.

Fewell, R. R., & Fewell, M. E. (2022). Family-centered assessment: A guide for practitioners. Paul H. Brookes Publishing Co.

Garcia, A. M., & Peña, E. (2022). Bias in developmental assessment: A critical review. Developmental Psychology, 58(6), 1023-1042.

Lee, Y. S., & Kim, J. H. (2020). Developmental screening tools for diverse populations: A systematic review. Journal of Early Childhood Research, 48(3), 283-298.

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Read the Family Case Studies (1-A Family Characteristics) found in the Course Content area of Canvas. Then complete the corresponding worksheet (1-B) and post your responses to the discussion Board. A minimum of 1 page and maximum of 2 pages in length, and include references in APA style (6th Edition) to support statements and beliefs .

Worksheet 1-B, Family Characteristics
FAMILY CHARACTERISTICS
Below is a list of values that commonly come to many people’s minds when they are asked to name some of the things that are important to them in life. These values are often rooted in one’s cultural experiences. Rate both the Taylor and the Angelino families according to whether you think they would attach a high (3), medium (2), or low (1) level of importance to each value.
Angelinos Taylors
Broad-minded (open-minded, accepting of difference) ________ _______
Cheerfulness (lighthearted, joyful, positive outlook) ________ _______
Equality (equal opportunity for all) ________ _______
Exciting life (stimulating, active life) ________ _______
Independent (self-reliant, free choice) ________ _______
Logical (consistent, logical, problem-solving
approach) ________ _______
Loving (affectionate, tender, intimate) _______ _______
Security (feel safe and protected) _______ _______
Social recognition (respect, admiration) _______ _______
Imagine the babies born to these families now have 18 months old and clients at a Developmental Disabilities Center where you work. They have been referred because their pediatricians suspect that their babies may have a developmental delay. You are part of the screening team assigned to work with them:
1. Look back over the list and rate yourself on each value. How would your own values affect you “joining” with each family?
2. Compare and contrast the strengths of these two families. For each family, make a list of possible Family resources and needs and discuss how you would assess these.
3. Discuss the screening procedure and any screening measures you would employ to assess the families. Provide justifications for your selections and references for the source(s) of your information.
4. Discuss cultural biases to be aware of when assessing culturally diverse young children, and some of the ways that these biases may be reduced or controlled. Make sure to provide specific examples to support your answers and cite the sources you used to formulate your answers.

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Worksheet 1-A, A Tale of Two Families Case Study
A TALE OF TWO FAMILIES CASE STUDY
THE ANGELINO FAMILY
The Angelino family has five children and a sixth on the way. The children are aged 14 (girl), 12 (boy), 10 (girl), 7 (boy), and 6 (girl). They are all bilingual (English/Spanish) and attend a nearby parochial school. Mr. Angelino owns a butcher shop that had been his father’s and that was begun by his grandfather, who immigrated from Mexico when Mr. Angelino was a boy. The butcher shop at one time had living quarters upstairs for the family, but about 10 years ago they moved into a large, Victorian-style house about a block away. Mr. Angelino’s youngest brother once came back from college with ideas about expanding the business and marketing the family’s secret recipe for spicy Mexican sausage, but Mr. Angelino (the oldest son) decided against it because it would take too much time away from the family. He is fond of saying, “We ain’t rich, but we got a roof over our heads, food in our bellies, and each other. What more could we want?” This youngest brother is the only one in the family with a college education and is also the only one who scandalized the family by marrying a non-Catholic. Mr. Angelino uses his little brother as an example of the detrimental effects of “too much education.” Both Mr. and Mrs. Angelino come from large families; most of their brothers and sisters still live in the “Barrio” section of this large Eastern city. The grandparents are all dead with the exception of Mrs. Angelino’s mother (Mama). She lives in the home with them and is very frail. One of Mrs. Angelino’s brothers or sisters is sure to stop by nearly every day bringing children, flowers, and/or food, for a “visit with Mama.” They often take Mama for drives or to their homes for short visits–depending on her health–and help with her basic care. Life with the Angelinos can be described as a kind of happy chaos. Kids are always running in and out of the butcher shop, where the older brothers and male cousins are often assigned small tasks in return for a piece of ham or some other treat. The old house is always full of children–siblings and cousins–from teenagers to toddlers. Children are pretty much indulged until they reach age 9 or 10, at which time they are expected to begin taking responsibility, which is divided strictly along traditional sex-role lines. Childcare, cooking, and cleaning are accomplished by the women: older sisters or cousins, aunts or mothers. Evening meals are a social event. There is virtually always at least one extended family member or friend at the table, and everyone talks about the events of the day–sometimes all at once–except when Mr. Angelino has something to say, whereupon everyone stops to listen. Mr. Angelino is obviously a very affectionate father, but he expects his word to be obeyed. Bedtimes, rules about talking at the table, curfews, and other rules are strictly enforced. This situation is beginning to cause conflict with the oldest daughter, who wants to date and spend more time with her friends from school. Mrs. Angelino is often sympathetic to her children’s requests, but her husband has the final say. All in all, life in the Angelino home is warm, close, and harmonious. Mrs. Angelino, as she approaches her eighth month of pregnancy with this last “surprise” child, shares her contentment with her priest: “I don’t know what I have done to deserve so many blessings from the Good Lord.”

THE TAYLOR FAMILY
Mr. and Mrs. Taylor have been married for two years; she is expecting their first child. Mr. Taylor is the youngest partner in a prestigious law firm in this Midwestern city. Everybody considers him upwardly mobile and thinks it is phenomenal that he should achieve a partnership only three years out of law school. Mrs. Taylor has a degree in interior design and worked full-time for a while for a decorating firm in another city. After her marriage, the Taylors moved to this city, and she has a part-time, “on call” job with an exclusive architectural firm. She has ambitions of opening her own shop. Mr. Taylor is an only child. His parents live on the East Coast. They are both successful in business–he is a banker; she a real estate broker. They have always demanded perfection from their son, and he seems to have lived up to their expectations. Mrs. Taylor has one younger sister; her parents live on the West Coast. They are both professional persons–he is a college professor, and she is a social worker. Mrs. Taylor’s family has always been very close. She calls her parents about once a week, and the family occasionally has joint conference calls with parents and the two siblings to decide some important issue or to relay some big news. Mrs. Taylor’s parents place no demands on her except that she be true to herself. They often tell her how proud they are of her accomplishments. Both sets of parents are experiencing grandparenthood for the first time with Mrs. Taylor’s pregnancy. They are thrilled. It sometimes seems to the Taylors that their parents vie with each other in the gifts they give them. The Taylors refuse the more extravagant gifts in order to make the point that they are, indeed, making it on their own. They have discussed some strategies for disentangling themselves from so much contact with their parents. The Taylors’ avant-garde apartment is the scene of much entertaining: his law firm associates, her artistic friends and decorating clients. Although their social spheres overlap somewhat, each has separate groups of friends and pursues their unique interests. They call this “giving each other space,” and consider it an important strength in their marriage. The Taylors believe strongly in supporting each other’s careers and in sharing family responsibilities– they divide cooking and cleaning in a flexible way, according to whoever has the time. They are attending Lamaze classes together and are looking forward to sharing childbirth.