Tutorial 10 · Cultural and Linguistic Competence in Early Childhood Mental Health Consultation
A Call to Cultural Competence: The Science of Early Child Development and Mental Health
An important benchmark in the field of early child development was the publication From Neurons to Neighborhoods (National Research Council and Institute of Medicine, 2000), a compilation of several decades of research in 
neurobiological, behavioral, and social sciences that led to major advances in understanding the conditions that influence the healthy development of infants and young children. The study's review of the research revealed:
- The importance of early life experiences on brain and human development
- The central role of early relationships and the influence of culture on developmental outcomes
- The powerful capabilities of complex emotions and essential social skills that develop during the earliest years of life and
- The capacity to increase the odds of favorable developmental outcomes through planned intervention.
The continuing work of the Center for the Developing Child's National Scientific Council (2008, 2009) also supports two core concepts of development that emerged from that publication and acknowledge the critical nature (and nurture) of culture:
- All children are born wired for feelings and ready to learn through a dynamic and continuous interaction between biology and experience.
- Early environments and nurturing relationships are essential; both of which are influenced by culture and reflected in childrearing beliefs and practices
This knowledge of the science of child development, the increasing diversity in the contemporary U.S. population, and the ongoing migration of immigrants and refugees reinforce the compelling need to focus on and respond to the role of culture in the development of young children. In addition, the design and implementation of early childhood policies and practices, including mental health services, must be examined through a cultural lens in order to ensure the appropriateness and effectiveness of services and intervention.
This website was made possible by grant number 90YD0268 from the Office of Head Start, Administration for Children, Youth and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the authors and do not represent the official views or policies of the funding agency nor does publication in any way constitute an endorsement by the funding agency.
