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In times of great challenges and dynamic social changes, Early Childhood Education and Care (ECEC), a profession historically regarded as Cinderella within the system of education, underprivileged and underdeveloped, has in the past few years been slowly but safely climbing up the priorities ladder on the national education policy agendas around the world, and has become an important area of political dialogue and cooperation (Dalli, Miller, and Urban, 2012, p. 3). We want to believe that this increased interest in ECEC is inspired by the rapid expansion of scientific findings that point to its significant contribution to children‟s wellbeing as a multidimensional, interactive, dynamic, and contextual process integrating healthy and successful individual functioning and positive social relationships in a quality social environment.

Did Cinderella Arrive at the Ball? Implications of Contemporary European Education Policies on the Prospects of Early Childhood Education and Care