Understanding Early Childhood Education Quality Through Political, Economic, Social, and Cultural Lenses
Abstract
This systematic literature review synthesizes 29 studies published between 2016 and 2025 to examine the multidimensional factors shaping the quality of early childhood education (ECE) across global contexts. Findings show that ECE quality is influenced by six interrelated dimensions: inclusion, equity, funding, wellbeing, governance, and culture, which interact through broader political, economic, social, and cultural structures. Strong governance and sustainable financing enhance equitable access, while inclusive and culturally responsive pedagogies support children’s holistic development and socio-emotional wellbeing. The review also identifies fragmentation across studies, limited cross-country comparative work, and persistent policy-practice gaps that hinder the effective implementation of high-quality ECE. The study proposes an integrated model demonstrating how structural and contextual factors collectively shape early learning experiences. These insights provide a foundation for strengthening policy alignment, professional development, and culturally grounded practices to improve ECE quality worldwide.
References
Abbas, A., & Rizvi, A. A. (2020). Analysis of Cultural Diversity in Preschool Education. Sir Syed Journal of Education & Social Research (Sjesr), 3(3), 332–337. https://doi.org/10.36902/sjesr-vol3-iss3-2020(332-337)
Abboah‐Offei, M., Amboka, P., Nampijja, M., Owino, G., Okelo, K., Kitsao-Wekulo, P., Chumo, I., Muendo, R., Oloo, L., Wanjau, M., Mwaniki, E., Mutisya, M., Haycraft, E., Hughes, R. C., Griffiths, P., & Elsey, H. (2022). Improving Early Childhood Development in the Context of the Nurturing Care Framework in Kenya: A Policy Review and Qualitative Exploration of Emerging Issues With Policy Makers. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.1016156
Abdullah, J., Sari, S. M., & Syarfuni, S. (2025). Acehnese Cultural Fusion Builds Positive Language Views in Young Children. Academia Open, 10(1). https://doi.org/10.21070/acopen.10.2025.11000
Afriliani, A. T. N., Latifah, A., Sahroni, D., & Farida, N. A. (2023). Early Children Education Based on Local Culture. Scientia, 2(2), 1–6. https://doi.org/10.51773/sssh.v2i2.221
Alhosani, N. (2022). The Influence of Culture on Early Childhood Education Curriculum in the UAE. Ecnu Review of Education, 5(2), 284–298. https://doi.org/10.1177/20965311221085984
Aprilia, W. D., Fitroh, S. F., Latif, M. A., & Yuandana, T. (2025). Exploring the Influence of Madura Etnoparenting on Social Intelligence Development in Early Childhood: A Case Study. NAKKANAK.J.Child.Research, 2(2), 61–69. https://doi.org/10.21107/njcr.v2i2.110
Atashbahar, O., Sari, A. A., Takian, A., Olyaeemanesh, A., Mohamadi, E., & Barakati, S. H. (2021). The Impact of Social Determinants of Health on Early Childhood Development: A Qualitative Context Analysis in Iran. https://doi.org/10.21203/rs.3.rs-960754/v1
Azzahra, I. M., Diana, R. R., Nirwana, E. S., Wiranata, R. R. S., & Andriani, K. M. (2022). Learning facilities and infrastructure based on the characteristics of Children with Special Needs in inclusive education. Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini, 5(2), 169–190. https://doi.org/10.24042/ajipaud.v5i2.14432
Azzahra, N., & Safira, L. (2022). The Importance of Financial Management and Entrepeneurship Competencies for School Principals. https://doi.org/10.35497/555486
Barboza, M., Marttila, A., Burström, B., & Kulane, A. (2022). Towards Health Equity: Core Components of an Extended Home Visiting Intervention in Disadvantaged Areas of Sweden. BMC Public Health, 22(1). https://doi.org/10.1186/s12889-022-13492-3
Bhojani, A., Wright, K., Rosenhan, J., Besana, G. V. R., Kweka, H., Kagaruki, G., Mohammed, A., Khamis, H., Li, T., Slim, S., Omar, K. A., & Wilson, K. (2025). Jamii Ni Afya: Improving Early Child Development Through a Digital CHV Program in Zanzibar: Evidence From a Quasi-Experimental Study. https://doi.org/10.21203/rs.3.rs-6338954/v1
Bliznashka, L., Jeong, J., & Jaacks, L. M. (2023). Maternal and Paternal Employment in Agriculture and Early Childhood Development: A Cross-Sectional Analysis of Demographic and Health Survey Data. Plos Global Public Health, 3(1), e0001116. https://doi.org/10.1371/journal.pgph.0001116
Bobáková, D. F., Chovan, S., Bosáková, L., Koky, R., Marlou L. A. de Kroon, & Veselská, Z. D. (2022). Desirable but Not Feasible: Measures and Interventions to Promote Early Childhood Health and Development in Marginalized Roma Communities in Slovakia. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.942550
Costa, P., Forni, E., Amato, I., & Sassaki, R. L. (2022). Risk and Protective Factors to Early Childhood Development During the COVID-19 Pandemic. Revista Da Escola De Enfermagem Da Usp, 56. https://doi.org/10.1590/1980-220x-reeusp-2022-0196en
Daniju-Jegede, S. O., & Fowowe, S. S. (2024). Cultural Diversity in Early Childhood Education Settings: A Sociological Analysis. Lajocse, 2(02), 278–287. https://doi.org/10.36349/lajocse.2024.v02i02.021
Drake-Croft, J., Parker, A., Rabinovitz, L., Brady, R., & Horen, N. (2025). Advancing Mental Health and Equity Through Infant and Early Childhood Mental Health Consultation. Healthcare, 13(5), 545. https://doi.org/10.3390/healthcare13050545
Grantham‐McGregor, S., Adya, A., Attanasio, O., Augsburg, B., Behrman, J. R., Caeyers, B., Day, M., Jervis, P., Kochar, R., Makkar, P., Meghir, C., Phimister, A., Rubio‐Codina, M., & Vats, K. (2020). Group Sessions or Home Visits for Early Childhood Development in India: A Cluster RCT. Pediatrics, 146(6). https://doi.org/10.1542/peds.2020-002725
Harvey, H., Pierce, J., & Hirshberg, D. (2023). Using Participatory Research to Develop a Culturally Responsive Early Childhood Assessment Tool. Journal of Participatory Research Methods, 4(2). https://doi.org/10.35844/001c.77624
Harvey, H., & Wennerstrom, E. K. (2021). Hearing Their Voices: Parents’ Perceptions of Preschool Special Education Evaluations With Dual-Language Learners. Topics in Early Childhood Special Education, 43(1), 46–59. https://doi.org/10.1177/02711214211005853
Hossain, Md. I., Haq, I., Zinnia, M. A., Mila, M. S., & Nayan, Md. I. H. (2021). Regional Variations of Child Development Index in Bangladesh. Heliyon, 7(5), e07140. https://doi.org/10.1016/j.heliyon.2021.e07140
Jeong, J., Franchett, E., Clariana Vitória Ramos de Oliveira, Rehmani, K., & Yousafzai, A. K. (2021). Parenting Interventions to Promote Early Child Development in the First Three Years of Life: A Global Systematic Review and Meta-Analysis. Plos Medicine, 18(5), e1003602. https://doi.org/10.1371/journal.pmed.1003602
Karaman, N. N., Sever, M., & Dinçer, F. Ç. (2023). Evaluation of Teacher’s Classroom Practices in the Context of Vygotsky’s Cultural-Historical Theory. Journal of Qualitative Research in Education, 36, 261–296. https://doi.org/10.14689/enad.36.1719
Kim, C., Belland, B. R., Vasconcelos, L., & Hill, R. B. (2024). Playful Programming, Social Resilience, and Persistent Actions as Drivers of Preservice Early Childhood Teachers’ Engagement in Computer Science. Sage Open, 14(4). https://doi.org/10.1177/21582440241284488
Kuhn, L., Liu, C., Wang, T., & Luo, R. (2021). Home Environment and Early Development of Rural Children: Evidence From Guizhou Province in China. International Journal of Environmental Research and Public Health, 18(11), 6121. https://doi.org/10.3390/ijerph18116121
Li, Y., Tang, L., Bai, Y., Zhao, S., & Shi, Y. (2020). Reliability and Validity of the Caregiver Reported Early Development Instruments (CREDI) in Impoverished Regions of China. BMC Pediatrics, 20(1). https://doi.org/10.1186/s12887-020-02367-4
Lima, E. C. P. (2025). Políticas Públicas Para a Primeira Infância: Questões Conceituais Experiências E O Papel Dos Tribunais De Contas. Revista Controle - Doutrina E Artigos, 23(2), 13–34. https://doi.org/10.32586/rcda.v23i2.1030
Lisnawati. (2023). The Effectiveness of Multicultural Communication in Child Development at the Early Age of Buah Hati in Kapuas District. Ijcs, 1(3), 165–174. https://doi.org/10.61194/ijcs.v1i3.474
Long, T., Westerman, C., & Ferranti, N. (2022). Children With Disabilities Attending Montessori Programs in the United States. Journal of Montessori Research, 8(2), 16–32. https://doi.org/10.17161/jomr.v8i2.18639
Lu, C., Cuartas, J., Fink, G., McCoy, D. C., Liu, K., Li, Z., Daelmans, B., & Richter, L. (2020). Inequalities in Early Childhood Care and Development in Low/Middle-Income Countries: 2010–2018. BMJ Global Health, 5(2), e002314. https://doi.org/10.1136/bmjgh-2020-002314
Ma, J. (2024). Transition to Primary School in China: An Analysis of Policy Documents Since 1949. Asian Education and Development Studies, 13(5), 505–519. https://doi.org/10.1108/aeds-02-2024-0047
Mathwasa, J., & Sibanda, L. (2021). Inclusion in Early Childhood Development Settings: A Reality or an Oasis. https://doi.org/10.5772/intechopen.99105
McKee, A., Myck-Wayne, J., & Lee, S. H. (2023). Inclusive Mindedness: Evolving Knowledge and Beliefs of Preservice Educators in California. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1142670
Moore, T. R., Calancie, L., Hennessy, E., Appel, J., & Economos, C. D. (2024). Changes in Systems Thinking and Health Equity Considerations Across Four Communities Participating in Catalyzing Communities. Plos One, 19(10), e0309826. https://doi.org/10.1371/journal.pone.0309826
Nazir, N. A., Harith, N. H. M., & Samad, S. A. (2023). A Summative Content Analysis on Malaysia Policy Documents of Preschool Quality. International Journal of Academic Research in Accounting Finance and Management Sciences, 13(2). https://doi.org/10.6007/ijarafms/v13-i2/18066
Nuriani, N. (2025). Developing Local Culture-Based Teaching Module to Enhance Children’s Cultural Appreciation. Academia Open, 10(2). https://doi.org/10.21070/acopen.10.2025.12394
OECD. (2023). Equity, Diversity and Inclusion in Early Childhood Education and Care. https://doi.org/10.1787/72ab31c1-en
Omotunde, A. D., Chiamaka, E. D., & Olasehinde, O. E. (2025). Financial Sustainability of Early Childhood Education Programs: Administrative Insights. Global Journal of Educational Research, 24(2), 195–204. https://doi.org/10.4314/gjedr.v24i2.9
O’Sullivan, L., & Ring, E. (2024). On the Path to Developing a High-Quality Inclusive Preschool System in the Irish Context: Outcomes From a Systemic Focus on Structural and Process Quality Dimensions. https://doi.org/10.5772/intechopen.113764
Rad, D., Redeş, A., Roman, A. F., Ignat, S., Lile, R., Demeter, E., Egerău, A., Dughi, T., Balaș, E., Maier, R., Kiss, C., Torkos, H., & Rad, G. (2022). Pathways to Inclusive and Equitable Quality Early Childhood Education for Achieving SDG4 Goal—A Scoping Review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.955833
Scheidecker, G., Chaudhary, N., Keller, H., Mezzenzana, F., & Lancy, D. F. (2023). “Poor Brain Development” in the Global South? Challenging the Science of Early Childhood Interventions. Ethos, 51(1), 3–26. https://doi.org/10.1111/etho.12379
Singogo, D., & Muzata, K. K. (2023). Teachers’ Level of Understanding of Inclusive Education on Their Efficacy in the Inclusive Early Childhood Education Delivery. International Journal of Education and Teaching, 3(2), 81–91. https://doi.org/10.51483/ijedt.3.2.2023.81-91
Slemming, W., Norris, S. A., Kagura, K., Saloojee, H., & Richter, L. (2022). Child Development at Age 5 Years: The Effects of Maternal Education, Socioeconomic Status and Early-Life Growth Examined Prospectively in a Lowresource Setting. South African Journal of Child Health, 111–116. https://doi.org/10.7196/sajch.2022.v16i2.1846
Souto‐Manning, M., & Epley, P. (2024). Equity and Justice: Imperatives for Early Childhood Teaching and Teacher Education. Contemporary Issues in Early Childhood, 25(2), 158–161. https://doi.org/10.1177/14639491241260933
Steed, E. A., Rausch, A., Strain, P., Bold, E., & Leech, N. L. (2022). High-Quality Inclusion in Preschool Settings: A Survey of Early Childhood Personnel. Topics in Early Childhood Special Education, 43(2), 142–155. https://doi.org/10.1177/02711214211063921
Sudfeld, C. R., Bliznashka, L., Ashery, G., Yousafzai, A. K., & Masanja, H. (2021). Effect of a Home-Based Health, Nutrition and Responsive Stimulation Intervention and Conditional Cash Transfers on Child Development and Growth: A Cluster-Randomised Controlled Trial in Tanzania. BMJ Global Health, 6(4), e005086. https://doi.org/10.1136/bmjgh-2021-005086
Sun, N., & Saleh, S. (2024). The Challenges and Strategies for Promoting Equity in STEAM Education Activities by Kindergarten in China. International Journal of Chinese Education, 13(2). https://doi.org/10.1177/2212585x241273986
Tang, M. m., Zou, S., & Lan, Q. (2024). Research on Efficiency of Allocation of Preschool Education Resources in China. Journal of Educational Research and Policies, 6(7), 27–34. https://doi.org/10.53469/jerp.2024.06(07).07
Tomori, C. (2025). Ensuring Breastfeeding Equity Has Promise to Help Equalize Early Childhood Development. Jornal De Pediatria, 101(4), 479–481. https://doi.org/10.1016/j.jped.2025.06.001
Topothai, T., Phisanbut, N., Topothai, C., Suphanchaimat, R., Müller‐Riemenschneider, F., Cetthakrikul, N., & Tangcharoensathien, V. (2024). What Factors Are Associated With Early Childhood Development in Thailand? A Cross-Sectional Analysis Using the 2022 Multiple Indicator Cluster Survey. BMJ Paediatrics Open, 8(1), e002985. https://doi.org/10.1136/bmjpo-2024-002985
Tran, L. M., Nguyen, P. H., Young, M., Ramakrishnan, U., & Alderman, H. (2023). Home Environment and Nutritional Status Mitigate the Wealth Gap in Child Development: A Longitudinal Study in Vietnam. BMC Public Health, 23(1). https://doi.org/10.1186/s12889-023-15156-2
Trimuliana, I., Hapidin, H., & Supena, A. (2025). Ethno Pedagogy-Based Project Learning Model to Increase Religious Behaviour and Collaboration Skills of Early Childhood. Journal of Neonatal Surgery, 14(4S), 133–142. https://doi.org/10.52783/jns.v14.1758
Turner, S., Goguen, S., Dufault, B., Mayer, T., Mandhane, P. J., Moraes, T. J., Turvey, S. E., Simons, E., Subbarao, P., & Azad, M. B. (2025). Early Life Predictors of Child Development at Kindergarten: A Structural Equation Model Using a Longitudinal Cohort. Frontiers in Public Health, 13. https://doi.org/10.3389/fpubh.2025.1529055
Utama, W. W. I., Rahayu, W., & Hapidin. (2024). Re-Inventing Vernacular Heritage for the Modern World: Integrating the Philosophical Values of Traditional Games in Early Childhood Education in Indonesia. Isvs, 11(8), 108–124. https://doi.org/10.61275/isvsej-2024-11-08-08
Williams-Breault, B. D. (2020). Education Policy: Addressing Racial Health Disparities in Educational Contexts. Education Society and Human Studies, 1(1), p43. https://doi.org/10.22158/eshs.v1n1p43
Workie, S. B., Mekonen, T., Mekonen, T. C., & Fekadu, W. (2020). Child Development and Nutritional Status in 12–59 months of Age in Resource Limited Setting of Ethiopia. Journal of Health Population and Nutrition, 39(1). https://doi.org/10.1186/s41043-020-00214-x
Zabeli, N., & Gjelaj, M. (2020). Preschool Teacher’s Awareness, Attitudes and Challenges Towards Inclusive Early Childhood Education: A Qualitative Study. Cogent Education, 7(1). https://doi.org/10.1080/2331186x.2020.1791560
Zhan, Z., & Fan, A. (2022). How to Promote Quality and Equity of Early Childhood Education for Sustainable Development in Undeveloped Rural Areas of China: An Evolutionary Game Study. Sustainability, 14(24), 16438. https://doi.org/10.3390/su142416438
Zhang, K. C., & Li, Q. (2021). “It Would Be Harder Without Faith”: An Exploratory Study of Low-Income Families’ Experiences of Early Childhood Inclusive Education in New Zealand. Journal of Religion and Health, 60(6), 4151–4166. https://doi.org/10.1007/s10943-021-01270-1
Zhong, J., He, Y., Gao, J., Wang, T., & Luo, R. (2020). Parenting Knowledge, Parental Investments, and Early Childhood Development in Rural Households in Western China. International Journal of Environmental Research and Public Health, 17(8), 2792. https://doi.org/10.3390/ijerph17082792
Zuckerman, S. J., Garrett, A. L., Sarver, S., & Huddleston-Casas, C. (2020). Playing Well With Others: A Case Study of Collective Impact in the Early Care and Education Policy Arena. International Journal of Child Care and Education Policy, 14(1). https://doi.org/10.1186/s40723-020-00072-4
