ABSTRACT
This chapter examines certain factors within healthy life experiences without limiting the search for what is needed and in the best interests of children and their families beyond developmental science and other knowledge from Western cultural worldviews. Both culture and development are important to consider in their complex interaction in order to relate well to early childhood education and care (ECEC) policy and practice work and to best serve children and families worldwide. Policy considerations regarding infants and young children require tools for thinking about actions and consequences related to them. Putcha and van der Gaad estimate that more than 200 million children in the developing world under the age of 5 are suffering the consequences of poverty, nutritional deficiency, and inadequate opportunities for early education. The professional preparation and ongoing professional development of people who work with young children and their families in caregiving and educative capacities is an important aspect of ECEC.
