A growing body of research shows that teachers’ beliefs shape their instructional practices. Extending Gallagher & Scrivner’s (2024) review of K–12 teachers’ beliefs, this scoping review with narrative synthesis examines early childhood educators’ (ECEs; birth–pre-kindergarten) beliefs about bilingualism and bilingual language development. Using 16 search terms, we systematically searched two databases (i.e., ERIC and PsycINFO) for peer-reviewed empirical studies addressing ECEs’ beliefs about bilingualism and bilingual language development. We synthesized 22 studies spanning quantitative, qualitative, and mixed methods approaches. Findings indicate that ECEs generally held positive yet conflicting beliefs about bilingualism, shaped by misconceptions about bilingual language development (e.g., a simplistic view of second language acquisition). ECEs beliefs were also influenced by institutional pressures (e.g., kindergarten readiness). Additionally, ECEs incorporated home languages in their classrooms for distinct purposes, including relational uses (e.g., building connections with families) and functional uses of (e.g., supporting behavior management). We conclude with implications for research, practice, and policy aimed at supporting linguistically and culturally sustaining early childhood education/early childhood special education.
