The aim of this paper is to present an overview of studies which contribute to get knowledge on the possibilities and challenges for men who intend to work or are working within the Early Childhood Education and Care (ECEC). Men’s relations to children have often been reduced to the issues of fatherhood, paternity and parental leave, and also fathers’ rights post-separation and divorce (Hearn & Pringle, 2006). During the past decades, some scholars have been interested about to study the relation between men and children in educational settings, specially within the ECEC where the number of male practitioners is very low. A worldwide pattern indicates that there are few men working in ECEC (Peeters, et. al, 2015). Taking the total amount of the ECEC workforce, 1-4% of that corresponds to male practitioners. Men engaging in care work can be a way to deconstructing traditional forms of masculinities and contributing to the gender equality in the society as whole (Moosa & Bhana, 2020). Mixed-gender teams in ECEC can benefit children when they see that care and teach are not associated to a single sex. Moreover, the increase of men in areas that involve care of children can also be a way to break a segregated labor market by deconstructing gender stereotypes and norms in some professions. However, the insertion of more men in ECEC is a challenge due to the lack of local and national policies and support for male practitioners. Men’s presence in ECEC can also be subjected of suspicious when the relation between men and children associates to discourses on children’s protection and sexual abuse (Pruit, 2015). Therefore, studies about men in ECEC can bring questions and discussions about the importance and challenges of increasing the number of male practitioners working with small children in different countries.