This paper questions the widely held assumption that acquiring knowledge of child development is an essential part of teacher preparation and teaching competence, especially among teachers of young children. After discussing the influence of culture, parenting style, and teaching style on developmental expectations and outcomes, the paper asserts that conceptions of what is normal at any stage of development vary widely within and between cultures. The paper challenges the reliability and generalizability of any body of child development knowledge, arguing that even if teacher educators could agree that such knowledge is reliable and generalizable, it would be difficult for them to agree on what specific knowledge and principles should be incorporated into the teacher education curriculum. (Contains 16 references.) (MDM)