It is becoming noticeable that ECD now faces a significant challenge on a global scale. There is an observed social and economic turbulence in both the developed and developing worlds and this is a potential threat to global peace and security, which exceedingly affects children. It is reported that over 29 million children were born into conflict-hit environments in 2018 and about 43% of children below 5 years have an apparent risk to their growth and development in low and middle-income countries[3]. Quality is also another observed challenge in pre-primary education systems in Low and Middle Income Countries (LMICs) due to inadequate teacher to pupil ratio. It is reported that 4% of the world’s pre-primary teachers lived in developing countries as at 2016 and yet such countries house 17% of the world’s preprimary aged children. The teacher to pupil ratio is even worse in the humanitarian contexts, which further diminishes the quality of education. Another major challenge is funding support for ECD with donor funding cuts due to limited prioritization. It is noted that 16 of the 25 largest donors to education had either allocated nothing or reduced their funding for pre-primary education from the period of inception of the Sustainable Development Goals (SDGs) to 2018[4]. All these challenges have a consequential effect on the quality of early child hood development and educational stakeholders need to adapt and scale up policies and practices to promote social justice for children at all levels and to challenge social attitudes and injustices for reform in a modernist and post-modernist context.  Parents also need to understand their responsibility and to promote child rights and principles of no-harm[5].