The Best Interests of the Child in Early Childhood Education: Pedagogical and Ethical Implications for Teaching Practice

Abstract

This article analyzes the principle of the best interests of the child in early childhood education and its pedagogical and ethical implications for teaching practice through a systematic review of scientific literature published between 2020 and 2026. The PRISMA 2020 methodology was applied to identify, select, and analyze studies indexed in Scopus, Web of Science, ERIC, and SciELO. The findings indicate that this principle serves as a guiding framework for teachers' decision-making, curriculum planning, assessment, inclusive education, and the protection of children's rights. The review also identifies challenges related to teachers' ethical training and the implementation of educational practices focused on children's well-being and participation. It is concluded that integrating the best interests of the child as a cornerstone of educational practice promotes more inclusive, equitable, and rights-based education, thereby strengthening the quality of teaching and learning processes in early childhood education.