This systematic literature review examines how translanguaging pedagogies have been implemented in early childhood education from 2010 to 2023, with a focus on supporting emergent bi/multilingual children. As the United States student population grows increasingly diverse, educators face challenges in meeting the needs of children from various linguistic and cultural backgrounds. Translanguaging offers a dynamic approach to teaching, allowing students to use their full linguistic repertoire, which enhances academic outcomes and fosters bilingual identities. This review synthesizes findings from 44 empirical studies across various global contexts, examining how educators apply translanguaging pedagogy to support bi/multilingual children's learning and their intentions behind incorporating these practices in early childhood education classrooms. The findings emphasize the need for teacher education programs to prioritize translanguaging pedagogy and suggest that translanguaging should be integrated into broader educational policies to ensure all students benefit from this asset-based approach.
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