<p>International treaties have recognized the right to education and care in early childhood; however, children under three years of age remain insufficiently visible in educational and policy debates. This study aims to explore how teachers and educators conceptualize and enact the right to early childhood care and education (ECCE) for children aged 0–3, with a focus on the practices, actors, legal frameworks, and pedagogical approaches involved. A mixed-methods, descriptive–interpretative survey was designed and validated by experts; administered online in English, Spanish, and French; and completed by 82 early childhood educators from 21 countries. Quantitative data were analyzed through descriptive statistics, while we thematically analyzed qualitative responses to open-ended questions to identify recurring patterns. The results highlight a persistent tension between care and education in the first three years of life, with caregiving routines (such as feeding, hygiene, and sleep) dominating practice, whereas educators aspire to allocate more time to play, socioemotional experiences, and cultural activities. The respondents reported the existence of legal and curricular frameworks in many contexts but emphasized gaps in implementation and weak intersectoral coordination. This study contributes to global debates on ECCE by centering teachers’ voices across diverse contexts. It underscores the need to move beyond the care–education dichotomy, strengthen legal and policy frameworks with adequate resources, and promote integrated, rights-based approaches that recognize infants and toddlers as active subjects of education and care.</p>