Educating Children: Non-westerns in Western Countries’ by Mothers, Fathers, Grandmothers, Grandfathers, Aunts, Uncles, Big Sisters and Brothers

Abstract

Increasing migration has transformed Western societies into culturally diverse environments in which educational institutions and family support services increasingly engage with children raised according to a wide range of childrearing traditions. This paper examines whether contemporary Western parenting practices should continue to serve as the dominant reference framework for child development or whether greater recognition should be given to non-Western and historically rooted approaches to raising children. Drawing upon research from developmental psychology, anthropology, evolutionary science, educational history, and cross-cultural parenting studies, the paper synthesises evidence from Western and non-Western societies, including Indigenous, African, East Asian, South Asian, and Middle Eastern contexts. Historical educational traditions from ancient Mesopotamia, Egypt, Greece, Rome, Persia, and India are reviewed alongside contemporary empirical research on extended-family caregiving, grandparent involvement, cooperative breeding, and culturally embedded parenting practices. The evidence indicates that no single childrearing model is universally superior. Rather, Western parenting generally promotes autonomy, self-expression, and individual achievement, whereas many non-Western traditions emphasise interdependence, social responsibility, community participation, multigenerational caregiving, and cultural continuity. Despite substantial cultural variation, the literature consistently identifies several universal determinants of healthy child development, including warm and responsive caregiving, emotional security, stable caregiving relationships, opportunities for learning and exploration, and strong social support networks. The paper further argues that the historical dominance of Western, Educated, Industrialised, Rich, and Democratic (WEIRD) populations in developmental research has limited understanding of alternative childrearing systems. As migration continues to increase cultural diversity across Europe, educational institutions, child mental health services, and family support organisations should adopt culturally inclusive frameworks that recognise multiple pathways to healthy child development. Rather than replacing Western parenting models, the evidence supports integrating insights from diverse childrearing traditions to promote educational equity, social inclusion, and children's wellbeing in multicultural societies.