Dimensions of the Culture of Space in Early Childhood Education and Care

This paper examines the concept of the culture of space in early childhood education and care (ECEC), building on contemporary perspectives that understand space as an active factor in children’s development, learning, and socialization. The study aims to identify and define the dimensions of the culture of space in relevant interdisciplinary literature and to examine their representation in national and international strategic documents related to ECEC. The analysis is based on socio-constructivist perspectives, the phenomenology of space, the concepts of place identity and sense of place, and the Reggio Emilia approach. The findings indicate that the culture of space comprises interconnected physical, social, symbolic, cultural, digital, and pedagogical dimensions that shape children’s experiences and support belonging, identity formation, cultural awareness, spatial competences, and sustainable relationships with the environment. International policy documents published by OECD, UNESCO, and UNICEF emphasize that well-designed learning environments and sensitivity to cultural context are essential indicators of ECEC quality. Space should be understood as a culturally and pedagogically constructed medium that actively supports children’s development, identity formation, and community building.