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A Bibliometric and Thematic Analysis of Educational Neuroscience Research in Early Childhood Education, 1970–2024.

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Title: A Bibliometric and Thematic Analysis of Educational Neuroscience Research in Early Childhood Education, 1970–2024.
Authors: Liu, Yongli1,2 (AUTHOR), Chen, Junjun1 (AUTHOR) jjchen@eduhk.hk
Source: Early Education & Development. Oct2025, Vol. 36 Issue 7, p1515-1540. 26p.
Subject Terms: *Early childhood education, *Bibliometrics, *Developmental programs, Neurosciences, Neural development, Thematic analysis
Abstract: This review employed bibliometric methods to test the meta-data of documents related to educational neuroscience in early childhood education (ECE) published over a period of 55 years, from its beginnings in 1970 to 2024. The study analysed a total of 498 documents. Using bibliometric techniques, it summarised descriptive trends, uncovered the foundational intellectual framework, identified popular themes, and suggested new avenues for future research. Thematic analysis highlighted the evolution of themes across three distinct developmental phases. The integration of bibliometric techniques with thematic analysis offered a comprehensive overview and deeper understanding of the historical, present, and future trajectories of educational neuroscience research in ECE. Research Findings: There has been a notable increase in educational neuroscience publications in ECE, with a significant surge since 2021. The United States, Canada, and China are the leading contributors. Influential research primarily examines the impact of brain injury or neuropsychological deficiencies and the efficacy of intervention programs. The intellectual structure consists of three main research clusters, while conceptual themes focus on neurodevelopment, interventions, and neuro damage. Additionally, eight prominent research fronts were identified. Practice or Policy: The findings have implications for future educational neuroscience research in ECE, methodology, policy, and practice. [ABSTRACT FROM AUTHOR]
Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A Bibliometric and Thematic Analysis of Educational Neuroscience Research in Early Childhood Education, 1970–2024.
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  Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Oct2025, Vol. 36 Issue 7, p1515-1540. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink><br />*<searchLink fieldCode="DE" term="%22Developmental+programs%22">Developmental programs</searchLink><br /><searchLink fieldCode="DE" term="%22Neurosciences%22">Neurosciences</searchLink><br /><searchLink fieldCode="DE" term="%22Neural+development%22">Neural development</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink>
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  Data: This review employed bibliometric methods to test the meta-data of documents related to educational neuroscience in early childhood education (ECE) published over a period of 55 years, from its beginnings in 1970 to 2024. The study analysed a total of 498 documents. Using bibliometric techniques, it summarised descriptive trends, uncovered the foundational intellectual framework, identified popular themes, and suggested new avenues for future research. Thematic analysis highlighted the evolution of themes across three distinct developmental phases. The integration of bibliometric techniques with thematic analysis offered a comprehensive overview and deeper understanding of the historical, present, and future trajectories of educational neuroscience research in ECE. Research Findings: There has been a notable increase in educational neuroscience publications in ECE, with a significant surge since 2021. The United States, Canada, and China are the leading contributors. Influential research primarily examines the impact of brain injury or neuropsychological deficiencies and the efficacy of intervention programs. The intellectual structure consists of three main research clusters, while conceptual themes focus on neurodevelopment, interventions, and neuro damage. Additionally, eight prominent research fronts were identified. Practice or Policy: The findings have implications for future educational neuroscience research in ECE, methodology, policy, and practice. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/10409289.2025.2472454
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      – Code: eng
        Text: English
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        PageCount: 26
        StartPage: 1515
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      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Bibliometrics
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      – SubjectFull: Developmental programs
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      – SubjectFull: Neurosciences
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      – SubjectFull: Neural development
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      – SubjectFull: Thematic analysis
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              Text: Oct2025
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