A child's developing brain architecture provides either a strong or weak foundation for future learning, behavior, and health are determined by the experiences children had at this time ( Center on the Developing Child, 2007). The first years of life's sensitive developmental period establish life-long social participation and productivity ( Shonkoff & Phillips, 2000). The early years is a time of extraordinary growth with significant brain development and neural structuring, which occurs from conception to age five. It is envisaged that this article would be a platform for the relevant stakeholders worldwide to gain an insight on the Malaysian ECCE, serve as a benchmark and act as a reference for their respective ECCE settings. In addition, the challenges faced, its consequences, and future course of ECCE in Malaysia are also discussed. The definition of ECCE in Malaysia, its history and development, ECCE providers and type of institutions, current ECCE curriculum, and ECCE related acts in Malaysia are presented. This paper will provide an overview of Malaysia's ECCE from its early implementation until today based on literature review of related research conducted in Malaysia. Various curriculum and teaching approaches were developed to enhance children's learning experiences based on their needs, age, and ability to support all three main developmental aspects: cognitive (language development and problem-solving skills), physical (development of gross and fine motor skills), and social-emotional (interaction with others). Early childhood care and education (ECCE) is commonly understood in Malaysia as providing care and education for young children from the age of newborn until about six years old, before they enter formal elementary education.
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