Teaching prewriting in early childhood education: a Scopus bibliometric study

Velásquez-Dacosta N.L.; Cury-Britto M.; Dávila-Panduro M.; Aching-Torres D. · Salud, Ciencia y Tecnologia - Serie de Conferencias (2023) · DOI: 10.56294/sctconf2023564

Resumen

The aim of this study was to conduct a bibliometric analysis of pre-writing teaching in early childhood education using Scopus from 2003 to 2023. The methodology was based on a bibliometric data study to quantify scientific production. Forty-one Scopus documents were selected for the study based on their relevance and the English keywords (teaching AND prewriting, initial AND education). The results showed that the most significant increase in scientific production occurred between 2021 and 2023 (n=13; 32 %). In addition, the source Journal of Educational Psychology had 3 publications and 1588 citations, while Graham, S. was the most referenced author (691 citations; 4 papers). Most of these publications (76 %) were research articles in the fields of social sciences (46 %), arts and humanities (17 %), and psychology (14 %). It is concluded that the thematic diversity, authorship, sources and available resources have been increasing with respect to the teaching of pre-writing in early childhood education. Thus, this bibliometric analysis serves as a framework for future research by presenting documented support. © Autor(es); 2023.

Instituciones: Universidad Nacional Pedro Ruiz Gallo; Universidad Nacional de Ucayali; Universidad César Vallejo