Mapping Neuropedagogy and Neuroplasticity in Early Childhood Education

A Bibliometric Analysis with Implications for Teacher Professional Development

Bibliographic Data

ID22048869
AuthorsFanny Miriam Sanabria-Boudri (0000-0002-2462-2715, National University of Education Enrique Guzmán y Valle, corresponding author), Walther Hernan Casimiro Urcos (0000-0001-7876-0681, National University of Education Enrique Guzmán y Valle), Martha Rocio Gonzales Loli (0000-0001-8849-4823, Federico Villarreal National University), Leyla Agueda Cavero Soto (Federico Villarreal National University), Rita Cecilia Gastañadui Ramirez (Federico Villarreal National University), Jenifer Gisela Rios Garay (Universidad César Vallejo), Consuelo Nora Casimiro Urcos (0000-0003-4630-3528, National University of Education Enrique Guzmán y Valle)
Year2026
Volume16
Issue7
Pages997
Publication date2026-06-24
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci16070997
OpenAlexW7166872731
LanguageEN
References cited25

Education systems face increasing pressure to adopt evidence-informed innovations that respond to learner diversity. In early childhood, understanding neuroplasticity is foundational for developing inclusive pedagogies, yet translating basic neuroscience into teacher professional development remains complex. This study presents a descriptive and exploratory bibliometric analysis characterizing the intersection of neuroplasticity, neuropedagogy, and early childhood to map how research evidence is organized. A corpus of 2937 documents spanning from 1975 to early 2026 was analyzed to identify publication trends, global collaboration networks, and thematic structures. Results indicate exponential growth in the field, with the United States leading in volume but European and South American nations demonstrating higher international collaboration rates. Thematic mapping reveals a structural separation between applied human studies and mechanistic basic science. This translational distance, combined with the documented prevalence of neuromyths among educators, presents a significant barrier to evidence-informed inclusive education. These findings provide researchers and policymakers with a diagnostic map of the field, outlining specific implications for the content, design, implementation, and evaluation of future teacher professional development to responsibly advance educational equity and inclusion

Early childhood · Early childhood education · Exploratory research · Faculty Development · Professional development · Thematic analysis · Children's Physical and Motor Development · Cognitive and developmental aspects of mathematical skills · Neuroscience, Education and Cognitive Function

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