Editorial: Understanding Early Childhood Care and Education (ECCE) from Cultural Perspectives

1. Introduction

Children are reared in unique socio-cultural, political, and historical contexts (Rodd, 1996). Their development, care, and schooling experiences, parenting, and upbringing are significantly influenced by their culture (Harkness et al., 2013). This timeless topic is ever-expanding and evolving.

2. Special Issue

Understanding early childhood care and education from cultural perspectives is a vast and far-reaching topic. The eight contributions to this Special Issue relay that breadth and depth. Broadly categorized, three of the contributions focused on language development (Contributions 2, 3, and 5), followed by one of each of the remaining topics: math, physical activity, support during the pandemic, an intercultural program, and LGBTQ. Three contributions focused mainly on teachers. Two other contributions focused on parents, and one focused on children. On the other hand, one article focused on early childhood education administrators, and one was a scoping review. Two contributions focused directly on the impact of the COVID-19 global pandemic. Nine countries were represented in this Special Issue as the cultural context or setting: Sweden, Australia, the United States of America, India, Italy, Spain, Korea, Canada, and Norway. More specifically, two contributions were direct comparison studies between the United States with India (Contribution 3) and the United States with Korea (Contribution 6).

2.1. Language Development

Language is a keystone of culture as a means for communication, social connection, and identity (García, 2012; Anderson et al., 2015). In early childhood education, educators support children’s language development through interaction, modeling, and creating a supportive environment (Grifenhagen & Dickinson, 2023). Educators are also tasked with supporting and educating children who speak other languages (Zheng et al., 2021). Two contributions in this Special Issue focused on multilingualism, which refers to the use of more than one language (Cenoz, 2013). Multilingualism is increasing across the globe as individuals who speak multiple languages outnumber those who speak only one language (Jayanath, 2021). As such, it is important to consider factors that impact children’s language development, including teachers’ beliefs and practices, as well as the COVID-19 pandemic. In Contribution 2, Zheng conducted a scoping review of fourteen studies regarding teachers’ beliefs about multilingualism in the setting of early childhood education. They identified and discussed three main themes: multilingualism as a problem, as a right, and as a resource. In that same light, Rojas and Chandras conducted a case study between the United States and India regarding the difference between policies and teachers’ actual practices regarding multilingualism in Contribution 3. They identified that the reality of actual practices often depended on teachers’ language ideologies and cultural beliefs. Acero-Ferrero et al. (Contribution 5) addressed language development during the COVID-19 pandemic. They examined the impact of the pandemic on three- to five-year-olds in Spain. As a result of the pandemic, these children demonstrated some language delays for their age. Each of these contributions on language development underscores the role and impact that teachers have in language development and the importance of early intervention.

2.2. Math and Physical Activity

Parents and teachers can influence children’s development of math and physical activity habits during early childhood (Chiu, 2018; Oliver et al., 2010). In Contribution 6, Kwon et al. examined the relationships between parental math attitudes, expectations, practice, and children’s math achievement outcomes in Korea and the United States. In Korea, parents were more likely to be involved in math practice with their children. Expectations were associated with higher practice and improved child math outcomes, which was not the case in the United States. In the United States, parents’ positive attitudes were associated with higher expectations. This contribution demonstrated the important role of parents in math development and how the Asian math advantage starts in early childhood with the help of parent math practice. Similarly, Sollerhed in Contribution 1 explored Swedish early childhood educators’ views on physical activity, injury risk, and how teachers’ fear of injury and self-efficacy in this area can restrict some actions.

2.3. ECE Support to Various Families and Cultures

Early childhood education and care provide critical support to families of various backgrounds (Iruka et al., 2022). Early childhood educators should be prepared to work with families from different cultures (Chavkin, 2005). Several contributions highlighted this important component of ECE. For example, in Contribution 4, Arace et al. examined how ECE services helped foreign-born mothers in Italy navigate the pandemic. They examined parenting and children’s emotional and behavioral state before, during, and after the pandemic. They also examined mothers’ perceptions of their relationships with the ECE centers. The centers were an important protective factor buffering against some of the effects of the pandemic. This contribution calls attention to the COVID-19 pandemic as an important context to consider even after it is over because of the lasting or lingering effects it may have on children, families, and ECE. Similarly, Spieler et al. (Contribution 7) demonstrated the effectiveness of a collaborative online international learning program to prepare teacher education students to work with other cultures between Norway and Canada. In Contribution 8, Hegde et al. explored whether American ECE administrators were familiar with LGBTQ books for the ECE classroom. Most of whom were unfamiliar with the LGBTQ books, which demonstrates the need for additional specialized training. Each of these contributions shows the diverse populations that ECE serves. These important contributions show the need for sustained cultural engagement, professional development, and positive ECE–family relationships. Teachers should be trained to work with families of various backgrounds in pre-service and during service.

2.4. As a Whole

The contributions to this Special Issue collectively advance our understanding of the importance of culture and its impact on the field of early childhood care and education. Researchers across the globe contributed their time and valuable insights on various issues related to early childhood, which ranged from understanding early childhood teachers’ hesitancy and challenges to providing children with opportunities for physical activity, their preparedness to work with multilingual children in early childhood classrooms, their interpretation of policy, as it relates to their actual classroom practices to train pre-service early childhood teachers to be globally savvy and develop cultural competence. Additionally, other articles highlighted the role of an early childhood educator and how they can buffer children and families during times of crisis (pandemic, lockdown, and post-pandemic) and influence child outcomes, specifically as it relates to children’s language development. One study also described how parents’ expectations, attitudes, and home numeracy environment can impact child outcomes for young children in both the U.S. and Korea. While another study described administrators’ exposure to and usage of LGBTQ books within non-public school childcare settings in the U.S., such varied and interesting studies underscore the importance of early childhood years and the role early childhood professionals and families play in shaping children’s development and future.

3. Future Directions

This Special Issue’s call for studies acknowledged that children are reared in unique socio-cultural, political, and historical contexts and that these varying contexts influence young children’s development and outcomes. We appreciate that studies across cultures or examining practices within a specific culture were a part of the Special Issue edition. As researchers and scholars in the field of early childhood care and education, we want this publication to be a start to a larger conversation as it relates to the early childhood context. Forthcoming studies could be bundled or published using a thematic approach. Themes such as educator preparation program triumphs and challenges could include articles on both pre-service and in-service training programs for early childhood educators. Early childhood educators and their work towards inclusion and social justice could be advanced. Finally, early childhood educators’ role in the broader context, such as involvement with parents, school, and community, needs a separate outlet. Additional cross-cultural comparison studies are needed on these topics. Research with both in-service and pre-service teachers is needed. Future studies should also engage families and the community when possible. Together, we wish to continue the dialogue and focus on the global early childhood community.