This edited international collection re-conceptualizes the place of early childhood education and care services (ECEC) within communities and challenges traditional approaches to family involvement and partnerships in ECEC. Using a range of theoretical positions, the authors present research-based discussions from five countries which challenge existing ECEC discourses of child-centeredness. In this book teachers, a range of professionals working with children, and researchers explore pedagogy in ECEC as sites for building socially just, inclusive, democratic communities that enhance families' sense of belonging, connectedness, resilience, and identity.