Early stimulation programs and teaching experiences: a bibliometric analysis of scientific output in Scopus

Programas de estimulación temprana y experiencias docentes: bibliometría de producción científica en Scopus

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Published: 2026-11-05
DOI: https://doi.org/10.33996/revistahorizontes.v10i44.1340
Keywords:
"Bibliometric analysis"; "Child development"; "Early childhood education"; "Early stimulation"; "Teaching experiences"
Palabras Clave:
"Análisis bibliométrico"; "Desarrollo infantil"; "Estimulación temprana"; "Educación inicial"; "Experiencias docentes";

Main Article Content

Ruth Esther Peñafiel Villarreal
Universidad César Vallejo. Piura, Perú
https://orcid.org/0000-0003-2667-7856
Background: Early stimulation programs promote comprehensive child development and their quality depends largely on teacher participation; however, scientific output linking both dimensions remains scattered and lacks systematic characterization. Objective: To determine the scientific output indexed in Scopus on early stimulation programs and teaching experiences between 2015 and 2025. Methodology: Quantitative, bibliometric study with a documentary design. A TITLE-ABS-KEY search string identified 181 records; after applying inclusion and exclusion criteria following the PRISMA 2020 protocol, 70 articles were selected. Data were processed with Bibliometrix, VOSviewer, and Excel, considering output, impact, collaboration, and thematic analysis indicators according to Lotka's and Bradford's laws. Results: Output grew progressively since 2020, peaking in 2022 and 2024, and concentrated on few authors (Ward DS, Hales DP, Sisson SB), The University of North Carolina at Chapel Hill, and the United States. Collaboration networks form consolidated clusters, and themes evolved from physiological and epidemiological approaches toward educational and interdisciplinary perspectives. Conclusion: The field shows progressive, interdisciplinary growth but retains marked geographic and institutional concentration; international cooperation must be strengthened, and teaching experiences require further research.
Contexto: Los programas de estimulación temprana promueven el desarrollo integral infantil y su calidad depende, en gran medida, de la participación docente; sin embargo, la producción científica que articula ambas dimensiones se encuentra dispersa y carece de una caracterización sistemática. Objetivo: Determinar la producción científica indexada en Scopus sobre programas de estimulación temprana y experiencias docentes durante el periodo 2015-2025. Metodología: Estudio cuantitativo, de tipo bibliométrico y diseño documental. Mediante una ecuación TITLE-ABS-KEY se identificaron 181 registros y, tras aplicar los criterios de inclusión y exclusión conforme al protocolo PRISMA 2020, se seleccionaron 70 artículos. Los datos se procesaron con Bibliometrix, VOSviewer y Excel, considerando indicadores de producción, impacto, colaboración y análisis temático, conforme a las leyes de Lotka y Bradford. Resultados: La producción creció progresivamente desde 2020, con picos en 2022 y 2024, y se concentró en pocos autores (Ward DS, Hales DP y Sisson SB), en Universidad de Carolina del Norte en Chapel Hill y en Estados Unidos. Las redes de colaboración conforman clústeres consolidados y los temas evolucionaron desde enfoques fisiológicos y epidemiológicos hacia perspectivas educativas e interdisciplinarias. Conclusión: El campo evidencia crecimiento progresivo e interdisciplinario, pero mantiene una marcada concentración geográfica e institucional; resulta necesario fortalecer la cooperación internacional y profundizar en las experiencias docentes.

Article Details

Issue

Vol. 10 No. 44 (2026): Octubre - Diciembre

Section

Review Articles

How to Cite

Peñafiel Villarreal, R. E. (2026). Early stimulation programs and teaching experiences: a bibliometric analysis of scientific output in Scopus. Horizontes, 10(44), 1-20. https://doi.org/10.33996/revistahorizontes.v10i44.1340
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