ABSTRACT
This chapter focuses on the evolution of systems science and its connection to Early Childhood Education and Care (ECEC). It acknowledges that systems science was extruded at a time when technological advances were rapidly expanding human capabilities and the scope of knowledge available. It also suggests that, like many other sciences, its intellectual corpus evolved over time and was modified by changing contextual needs and opportunities. Systems science and its allied theories represent evolutions in thinking, which are sure to unfold beyond their present formulations. Yet, for those concerned about the status of early childhood education, systems thinking has proved to be a useful rubric within which to better understand and advance the practice of ECEC. Having noted a disconnect between systems science theories and on-the-ground ECEC systems work, there have nonetheless been conceptual and theoretic advances that have indeed impacted ECEC systems work.
