MARCO ANTONIO MARCOS RODRIGUEZ,BEYMAR PEDRO SOLIS TRUJILLO,ESTELA VICENTA CASTILLO SILVA,JOSÉ LEONCIO BAUTISTA CÓNDOR,CESAR WILFREDO VÁSQUEZ TREJO,VÍCTOR SÁNCHEZ CÁCERES
DOI: https://doi.org/This study analyzes the standards and methodologies applied in the evaluation of teaching performance at the early childhood level, based on a literature review of 21 scientific articles published between 2021 and 2025 in the Scopus and SciELO databases. The analysis revealed six critical dimensions, namely didactic planning, continuous assessment, digital technologies, pedagogical observation, professional development, and attention to diversity. The findings reveal that teaching quality depends on formative approaches, contextualized instruments, continuous feedback, and inclusive institutional frameworks. However, challenges persist regarding the limited validation of theoretical models, methodological gaps, and tensions between standardized and authentic assessment. It is concluded that it is necessary to design hybrid evaluation models that integrate technical criteria with pedagogical sensitivity, adapted to the complexity of early childhood education and aimed at holistic child development.
