Early Childhood Education and Care

by

Sivanes Phillipson, Wendy Goff, Gerarda Richards, Susanne Garvis

• LAST MODIFIED: 17 April 2025
• DOI: 10.1093/obo/9780199791231-0294

Introduction

Early childhood education and care (ECEC) refers to the learning and developmental experiences provided to children from birth to 5 years of age and in some countries up to the age of 8. Many theories of development explain these experiences, which promote the physical, social, emotional, and cognitive development of young children with the aim of supporting their overall well-being. Equally research and practice indicate that the ECEC knowledge base comprises multiple forms of knowledge, including theoretical and experiential knowledge.

General Overviews

ECEC programs can take many forms, including childcare centers, preschools, kindergartens, and family child care homes. Such programs can be offered in a variety of settings including dedicated services, schools, community centers, and private homes. Research has shown that high-quality ECEC can have a significant and long-lasting impact on children’s lives, improving their school readiness, academic achievement, and social and emotional skills (Slot 2018). It can also support parents in their efforts to work and provide for their families, by providing a safe and nurturing environment for their children while they are at work. Given its critical role in shaping children’s early development, many countries have prioritized investments in ECEC as a means of promoting child well-being and supporting generational social and economic growth (Phillipson, et al. 2018). Burchinal 2018 acknowledges that children who attend quality early childhood programs are more likely to perform better in school, have better social skills, and have better long-term outcomes, such as higher levels of education and higher earning potential. However, the author noted that research findings have called into question the extent to which these programs do affect children as expected. Hence, the quality of ECEC has been the topic of policy documents in a wide range of countries. Quality has been analyzed in relation to the workforce and the qualifications and skills of its membership. However, research has also shown that diversity makes provisions to meet quality provisions, a complex and difficult task in many ECEC contexts (Paananen, et al. 2019). Given that the OECD has highlighted the importance of staff quality in determining the quality of services (OECD 2015), it is not surprising that governments worldwide are increasing their investments in teacher education and training. The objective of such investments is to achieve high-quality outcomes that result in improved cognitive and social development for young children (Ulferts, et al. 2019). This means that ECEC practitioners are expected to be well-trained, with a focus on developing skills to engage children and families in activities that promote overall child development (Saracho 2023).

• Burchinal, Margaret. “Measuring Early Care and Education Quality.” Child Development Perspectives 12.1 (2018): 3–9.

  DOI: 10.1111/cdep.12260

  Comprehensively examines quality education in ECE based on process quality model and structural quality model. Analyzes multiple research findings and compares the factors that are associated with quality education.

• Campbell-Barr, Verity. “The Silencing of the Knowledge-Base in Early Childhood Education and Care Professionalism.” International Journal of Early Years Education 26.1 (2018): 75–89.

  DOI: 10.1080/09669760.2017.1414689

  Provides a sociological perspective of workforce definition in ECEC. Taking a Bernstein model, the author invites readers to embrace a broader view of ECEC workforce through the lens of knowledge base and experience. This approach enables an understanding of ECEC workforce that is defined by the theoretical knowledge and sector experience of its membership.

• OECD. Starting Strong IV: Monitoring Quality in Early Childhood Education and Care. Paris: OECD, 2015.

  DOI: 10.1787/9789264233515-en

  One of the OECD reports that came out with rising exposure on ECEC, this report provides a good overview of monitoring systems across the OECD countries. Included are examples of how monitoring systems are utilized for the benefit of child development.

• Paananen, Maiju, Katja Repo, Petteri Eerola, and Maarit Alasuutari. “Unravelling Conceptualizations of (In)equality in Early Childhood Education and Care System.” Nordic Journal of Studies in Educational Policy 5.1 (2019): 54–64.

  DOI: 10.1080/20020317.2018.1485423

  Examines the equality discourses of local policymakers in Finland regarding ECEC, drawing on various conceptualizations of equality and social justice. Through this analysis, the paper highlights the differing perspectives on equality and the suggested measures for achieving it, depending on whether the focus is on adults, children at the boundaries of institutional settings, or children within the ECEC institution itself.

• Phillipson, Sivanes, Heidi Harju-Luukkainen, and Susanne Garvis. “Early Childhood Education and Care in the 21st Century: A Unique Global Overview.” In International Perspectives on Early Childhood Education and Care. 1st ed. Edited by Susanne Garvis, Sivanes Phillipson, and Heidi Harju-Luukkainen, 239–247. London: Routledge, 2018.

  DOI: 10.4324/9780203730553-21

  Synthesizes research of nineteen countries across the globe, and the context and directions of ECEC in each of those countries. Notes the variability in terminologies used in each of the contexts. Also provides an overview of the differing governance of ECEC implementations, workforce qualifications, and remuneration that impact on ECEC and children’s development in the nineteen countries.

• Saracho, Olivia N. “Theories of Child Development and Their Impact on Early Childhood Education and Care.” Early Childhood Education Journal 51.1 (2023): 15–30.

  DOI: 10.1007/s10643-021-01271-5

  An overview paper about theories of child development that examine the growth and behavior of children, considering genetic factors, environmental influences, and their interconnectedness. These theories offer valuable insights into how individuals’ performance is influenced, sustained, directed, and nurtured.

• Slot, Pauline. “Structural Characteristics and Process Quality in Early Childhood Education and Care: A Literature Review.” OECD Education Working Papers, No. 176. Paris: OECD, 2018.

  DOI: 10.1787/edaf3793-en

  This OECD-inspired paper provides a good overview of the kinds of ECEC services, in relation to the structural characteristics at the system, organizational, classroom, and staff levels.

• Ulferts, Hannah, Katrin M. Wolf, and Yvonne Anders. “Impact of Process Quality in Early Childhood Education and Care on Academic Outcomes: Longitudinal Meta‐Analysis.” Child Development 90.5 (2019): 1474–1489.

  DOI: 10.1111/cdev.13296

  This meta-analysis provides valuable insights into the relationship between pedagogical processes and academic outcomes in early childhood. Findings emphasize the need for effective pedagogical practices in ECEC settings to promote positive academic trajectories for children.