Market fundamentalism changed policies and cultures, while ethical and cultural aspects were as important as purely economic aspects. There were major changes in social values. Greed became a valuable asset, while altruism and empathy were demoted. The value of human life came to be identified with the future expected earnings of a person. The compensations of managers increased enormously while that of dependent workers lagged. Many activities were privatized, expecting significant benefits. Laws and many activities became increasingly complex for normal citizens to understand. The future became progressively more difficult to predict. The labor share of income fell while the share going to capital increased and the Gini coefficient increased. There were no obvious macroeconomic benefits from the new policies.

‘It takes a village to raise a child.’ Early childhood education and care settings play an integral part in this adage. They build such communities by being both a point of connection for, and an integral part of, local contexts. Beginning with what defines a community, this chapter helps readers to consider ways of ‘seeing’, ‘being with’ and ‘serving’ the communities of which they are a part. Illustrations of practice demonstrate ways to invite and involve local groups and services into the early childhood setting. The practicalities of risk assessments and planning for incursions and excursions, and ways of connecting with local aged care facilities, playgroups, council libraries, community centres, and gardening or craft cooperatives are specifically considered. In working together with local communities, teachers do more than partner for mutual connection and the exchange of resources, support or fulfilment. ‘Being with’ encourages teachers to consider ways of ‘seeing’ their contexts first-hand to identify community needs for evidence-informed advocacy and change.