Research with adults has increasingly moved beyond the focus on a small set of allegedly basic emotions, each associated with a signature facial expression. That expansion has been accompanied by a greater emphasis on the potential variability of emotion concepts across different cultural settings. In this conceptual review of children's understanding of emotion, we argue that it is also important in developmental research to look beyond the small set of emotions associated with distinctive facial expressions. At the same time, we caution against any premature rejection of a universalist approach to children's understanding of emotion. We review three different lines of evidence in support of this stance: (1) children's ability to appropriately cite situational elicitors for emotions beyond the basic set; (2) their developing understanding of the relations between emotions and other mental processes; and (3) their realization that a person's facially expressed emotion may not indicate their felt emotion. In each of these three domains, we target studies that have included children from a variety of cultures to assess how far they respond similarly or differently. We conclude that there is robust evidence for similar conceptual progress in children's understanding of emotion across a range of cultural settings.