Bibliometric Analysis on the Promotion of Socioemotional Skills in Preschool Education
DOI:
https://doi.org/10.5294/edu.2024.27.1.3Keywords:
Emotional learning, social skills, statistical data, basic education, skillAbstract
The present study addresses the evolution of scientific production in the field of socio-emotional skills development during the preschool stage. Aiming to analyze this progression, a rigorous bibliometric methodology was implemented, which included the formulation of a search equation and metadata analysis through the Scopus database, covering the period from 1988 to 2023. This approach allowed an examination of the prevalence and impact of research in the field. The analysis revealed 184 documents with notable diversity in author collaboration, highlighting 14,13% of international co-authorship. A clear predominance of articles in scientific journals as the main dissemination vehicles was observed. The study also identified the most influential authors and institutions, and analyzed the financial support behind the research, emphasizing the role of organizations such as the Institute of Education Sciences and the National Institute of Child Health and Human Development. The main conclusion highlights a growing academic interest since the early 2000s, reflecting an increased awareness of the importance of fostering Socioemotional Competencies in child development. Additionally, emerging themes such as socioemotional skills, anxiety, and personality assessment were identified, pointing to new directions in this field of research.
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