Innovative approaches to sustainable quality teaching in early childhood development: A scoping review of assessment criteria in resource-limited environments

In South Africa, there is an urgent need for sustainable, quality teaching in early childhood development. The ability to understand different styles and approaches is crucial for fostering a critical and reflective attitude towards teaching and care. Early childhood development (ECD) should be guided by children’s natural interests rather than imposed by rigid curricula or external expectations. This phase should be a time for the learner to unfold, connect, listen, and understand, while creating an inclusive community of learners that welcomes diversity and celebrates culture and tradition. The Global Education Monitoring Report (GEM) emphasises the need for novel approaches to teaching, with an urgent focus on achieving the United Nations’ Sustainable Development Goal 4 (quality education). This approach requires a shift in our thinking about teaching. Higher education plays a key role in this transformation, as early childhood development degrees must embrace sustainable education as a platform to support children and families. Early childhood development should be recognised as an important component in transforming the lives of young children and the world, contributing to the achievement of SDG 4 (2015-2030). The central question is: What are the criteria for determining the quality of early childhood development centres for sustainable development in resource-limited environments, with a focus on ideas and creativity related to global sustainability challenges? Fostering creativity, understood as a process of imagination leading to original outcomes, is essential in the context of sustainable development in education. Teaching that integrates sustainable development and creative processes helps develop new strategies for managing uncertainty and risk. This research was conducted through a scoping review while addressing the research question and objectives. A thematic data analysis with keyword coding was used to analyse the data, highlighting gaps, trends, and implications. The study found that innovative approaches can effectively, inclusively, and sustainably enhance the quality of assessments in early childhood development centres, ultimately improving educational outcomes in resource-limited environments. Assessment criteria must be flexible and context sensitive while creating a nurturing, safe environment that promotes holistic development. By cultivating a sense of responsibility for creation, we can empower the next generation to be effective stewards of the world, creating a more sustainable and just future.