Each child is to some extent like all children, to some extent like some children, and to some extent like no other child. There are at least three sets of universals that characterize children: (1) they have the same needs and rights; (2) they go through the same developmental stages; and (3) they have essentially the same developmental goals, even through these goals will be manifest in different ways within each cultural group. Commonalities exist among children growing up within certain social and cultural groups, making them similar to some children and highlighting the extent to which they are different from others. These commonalities include patterns of social and physical environmental experiences to which children are exposed, developmental end points that can be observed in different settings, and cognitive styles that characterize children's approaches to situations in which they must arrive at deductions about the proper relationship between figure and ground. Each child is unique in terms of genetic potential, sensory capacity, history of reinforcement, ability to relate to other people, energy level, temperament, interests, motivation, and many other characteristics. Those who would be advocates for children should adopt a global perspective, respect and preserve the unique cultural heritage of all children, and respect and foster individuality. (RH)