This second volume in the NWU Community‑based Educational Research Series presents scholars’ drawings on their intellectual resources, research expertise and extensive craft wisdom to vivify early childhood education in marginalised, disadvantaged African communities. Across 10 chapters, the book examines principles of sustainable development in early childhood contexts, structured around three themes: first, strengthening early childhood care and education management and quality; second, play, motor development and sustainability; and third, language development in the early years. By employing participatory action learning research approaches, the authors illustrate how communities of practice and action learning groups enable teachers, practitioners, parents, guardians and researchers to collaboratively develop mechanisms to address and overcome barriers to provide children quality education. Through empirical data, the authors highlight how direct engagement with community members in these communities fosters innovative, contextually grounded strategies aligned with the United Nations’ 2030 Agenda for Sustainable Development , particularly Sustainable Development Goal 4 on inclusive, equitable and quality education. The chapters illustrate how research driven by indigenous knowledge, collaboration and sustainability principles can develop and reinforce practitioners’ skills in historically‑marginalised African communities to inspire young children to grow as confident, active learners and socially responsible citizens. This novel collection is not only authored by scholars for scholars but also for policymakers, inviting peers to critically reflect on how dynamic and productive relationships between higher education institutions and early childhood centres can foster sustainable development and transformation.

This book is included in DOAB.