Editorial

This is the second issue of the Early Years journal published since the outbreak of the Covid-19 pandemic, which has had an unprecedented impact on young children and their families around the world. As a consequence of the prolonged closure of ECEC services and schools in many countries, educational and social inequalities have been exacerbated, posing a serious threat to children’s socialisation and wellbeing, especially among the most vulnerable. Starting from these considerations, the political and pedagogical debate at the time of this writing is focused on the re-opening of ECEC and school institutions which is causing multiple and sometimes contradictory concerns among stakeholders: policy-makers, professionals and families alike.