Conclusion 

This portfolio has covered five different contexts and demonstrated that children’s development is influenced by their families, communities and other social circumstances. It is possible to study these relationships using the ecological theory and understand how services, relations, policies and environments affect child development and learning (Grace et al., 2022).

The examined economic hardship, family changes, cultural diversity, difficulties in health and wellbeing of crisis situations contain key protective factors, namely, secure relationships, predictable surroundings, cultural belonging, family involvement in the life of a child, early intervention and coordinated professional assistance. The use of strengths-based approach is vital; in such a way, children and their families are not defined by poverty, moving to another country, taking care of children or having difficulties. Rather, it is possible to recognize and value their knowledge, capabilities and resilience (Wong et al., 2017).

Early childhood educators are not capable of rectifying the problems being faced by families nor do they take the place of specialized service providers. They are also key players in ensuring safety and inclusivity, making sense of the problems being faced, employing evidence-based methods and linking families with appropriate support. Partnerships between ECEC and family services can help in providing coordinated responses to difficult situations (Baker et al., 2022; Woodrow et al., 2022).

Family-centered approach can further strengthen such partnerships because it gives recognition to the family expertise and allows families to take part in decision-making about the support they get.