Numerous longstanding developmental theories have emphasized the important role that culture and context play in shaping young children's skill development. Nevertheless, the field lacks explicit models describing the extent to which early childhood development may be similar (universal) versus different (specific) across cultures. In this article, I review evidence from multiple fields regarding both similarities and differences in the form, timing, and relevance of early health, learning, and psychosocial skills across cultures. I then synthesize this evidence, highlighting themes intended to build an integrated model of developmental universality "with" specificity that can be used to inform science and policy. I conclude with recommendations for the field, including suggestions for a more inclusive approach to studying early childhood development that breaks down established barriers among fields, stakeholders, and geographies.