A bibliometric and thematic analysis of educational neuroscience research in early childhood education, 1970–2024

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. Copyright © 2025 Taylor & Francis Group, LLC.