Traditional research around early learning often treats culture as a mere variable added to a generic process, which frequently and unfortunately leads to a deficit-oriented view. When we do not take cultural norms into account, some communities are seen as lacking specific behaviors simply because the behaviors measured are not part of the norms of that culture.
But recent research by Su-hua Wang (2025) advocates for a culture-first approach, which begins by analyzing the specific cultural frameworks and ideologies of a community before selecting which behaviors to measure. This shift allows educators to recognize diverse strengths and multiple pathways to learning that are often invisible in standard assessments.
A primary example of this is the study of directive guidance within Chinese-heritage communities. While European-heritage models often emphasize independent exploration and scaffolding that follows the child's lead, this culture-first lens identifies the strengths of Confucian-based learning, where seeking and incorporating guidance from elders is highly valued.
In experiments with 9-month-old infants, researchers found that while both groups learned physical rules (such as the "rule of height" in object covering), they did so through different social interactions. Chinese-heritage dyads engaged in more frequent hand-holding and parental intervention to navigate challenges, turning learning into a collaborative co-enactment rather than an individual act, which is in better alignment with the cultural norms inherent to the group.
In this way, innovation in the classroom isn't just about new technology, but about crossing disciplinary lines to create equity-minded strategies that leverage the unique cultural strengths every student brings to the table.
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