The number of preterm births is increasing globally and in England, yet professional knowledge about the short- and long-term developmental consequences and the psycho-social effect on parents is limited amongst the early years workforce. Using a social-ecological systems theory approach, this paper reports on a mixed-methods study that aimed to explore parents' experiences of early care and education for young children born prematurely. Findings suggest that having a baby born prematurely has the potential to have a detrimental effect on parent-child bonding and can lead to post-traumatic stress disorder for parents. Parents identified a need for professional training for early years practitioners and teachers to help them understand the concept of 'corrected age' and the extra support that children born prematurely (and their parents) might need in attending parent and toddler groups, early years settings and on transition to school, especially if there are also multiple births.