Equity and Inclusion in Early Childhood Education: An Ecological Systems Perspective from Kosovo

Equity and inclusion in early childhood education (ECE) are increasingly recognized as essential conditions for reducing social inequalities and supporting children’s long-term development. While ECE has expanded globally, disparities in access and quality remain across socioeconomic and geographic groups. This study examines equity and inclusion in Kosovo’s ECE system through an ecological systems perspective, focusing on how structural conditions shape access, participation, and perceived quality of services. The research employed a mixed-methods design combining policy analysis, survey data, and semi-structured interviews. Quantitative data were analyzed using descriptive and correlational analysis, while qualitative data were examined through thematic analysis. Findings reveal a system characterized by progressive policy development but uneven implementation. Survey results indicate a strong consensus regarding the importance of ECE yet substantial disparities in accessibility, particularly for younger children and disadvantaged households. Correlation analyses show that perceptions of service quality are strongly associated with educator professionalism, communication with families, and pedagogical practices. The study demonstrates that equity and inclusion emerge from interactions across multiple system levels, including governance, municipal capacity, institutional conditions, and classroom practices. The study contributes to the international literature on ECE by providing a system-level analysis of early childhood equity in a post-transition context.