The environments in which children grow, both immediate and broader, are crucial to their learning and development (Hayes et al., 2022; Bronfenbrenner & Morris, 2006). Robust evidence exists that Early Childhood Eduaction positively influences both cognitive and non-cognitive skills of young children (Behrman, 2017; Lindström et al., 2021; Behrman et al., 2013; Alfonso et al., 2023; Rao et al., 2022). According to UNESCO’s (2023) definition, Early Childhood Care and Education (ECCE), envisages the period from birth to 8 years, it is significant because that particular time of human development is considered as the optimal period of growth and development. Wood-head, (2002) also emphasized that exposure to educational settings and experiences gained during this age tend to have social and economic returns far more than anything else. It is further endorsed that high-quality Early Childhood Education (ECE) and developmental experiences profit by a time of rich mental health for youngsters and, can assist them with accomplishing their maximum capacity. Schweinhart & Weikart (1981) and Sylva et.al., (2006) also proved that the provision of high-quality ECE establishes the groundwork for happy and healthy start to formal schooling leading to achievements and efficiency throughout life (Yousafzai, 2013). For this purpose, the researchers conducted a study to know the requirement of pre-service teachers’ training for ECE in light of Pakistan’s National Curriculum for ECE (2017) to find appropriate approaches to support ECE can benefit Pakistan’s education system in particular and other parts of the world in general. The study utilized a mixedmethod sequential explanatory research design. Three research instruments (a questionnaire, focus group discussion, and conceptual content analysis of the ECE curriculum) were used to achieve the objectives. Vygotsky’s theory guided this research study to holistically assess the need for ECE teacher education from person to interactional units, such as parents, children, teachers, and siblings. Data from the questionnaire was analyzed using the Pearson chi-square test. Thematic analysis was used to understand the perception acquired during the focus group discussion. In addition, conceptual content analysis of the ECE curriculum was conducted to establish the main areas of learning for ECE teachers. This study’s results suggest that early childhood educators in training require sound preparation on how they would deliver suitable classroom instructions as provided by the critical learning areas underlined in the ECE curriculum. A suggestion made by this research is that early child hood education (ECE) pre-service teacher training programs have to consider better child development strategies and personal developmental components and apply developmentally appropriate activities. The study concludes by informing the reader that a comprehensive ECE curriculum is vital and that teacher educators must always observe pre-service teachers during their teaching practice. Proper supervision and long stretches of teaching experience are necessary. Institutions offering pre-service ECE training can empower novice teachers by creating learning books for reading, science, home, maths, art and other subjects. Good lesson plans should have Learning Objectives (Los), competencies, Key Learning Areas (KLAs), classroom layout as well as child-initiated activities. Resources such as child-oriented worksheets, media in print and electronic formats, and clear children’s literature about rubric explanations on how to write rules and guidelines for instructions on social-emotional development among children are considered valuable materials to use in the process. To develop a strategic framework for ECE teacher education reforms as well as provide a better training model for trainee teachers more studies are needed.