Ask the Scholar
Document scope · 1 page
Scholar
Ask about this object, its catalog metadata, its source description, or the page inventory.
For page-specific OCR and visual context, open one of the page chats.
Scholar Source Context
Document identity
localId
24822842
label
Zero to Three Volume 15 No. 2, October/November 1994 [Bound Material]
core
doc
dtoType
document
citationUrl
pageCount
1
Source metadata
id
24822842
sourceUrl
contentType
document
title
Zero to Three Volume 15 No. 2, October/November 1994 [Bound Material]
citationUrl
collections
Records of the First Lady's Office (Clinton Administration)
Nicole Rabner's Files
imageCount
1
hasImages
yes
source
import
hasTranscription
no
Source extras
naId
24822842
levelOfDescription
fileUnit
otherTitles
42-t-7763278-20121035S-041-015-2015
recordType
description
ocrSource
nara-archive
Single page context
seq
1
pageIndex
0
type
document
mediaId
9bc4c7c3327fc3fa
ocrText
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
ZERO TO THREE
National Center for Clinical Infant Programs
October / November 1994 Volume 15 No.2
Marlyn Holt
Cross-Cultural Studies of Child Development:
Implications for clinicians
J. Kevin Nugent,
have for the primacy or superiority of our own cultural
world view. Second, cross-cultural research reminds us
Professor of Child Development, University of Massachu-
that experimental-controlled studies are by no means the
setts
Director of Brazelton Scale Training, Child Development
only source (or even the chief source) of data collection
Unit, Harvard Medical School
or information-gathering about child development. Stud-
ies conducted within the classic empirical tradition often
Cross-cultural studies of child development provide in-
tell the practitioner little about the dynamic nature of
fant/family practitioners with three invaluable, if not
child-environment relations or the context of development
indispensable principles which can serve to support and
and as such provide us with few reliable guidelines for
direct culturally-inclusive clinical reflection and practice.
working with families from different cultures. Third,
First, while studies of child development in different cul-
cross-cultural research forces practitioners, program de-
tural settings contribute to our appreciation of the rich
signers, advocates and policy makers to question the ap-
diversity of child rearing practices and belief systems
propriateness of every program goal and the validity of
across the globe, they also challenge our own assumptions
about the very nature of child development and in turn
Continued on page 3
help to free us from whatever residual nostalgia we may
Zero to Three October/November 1994 1