Application of Neurodidactics in the Comprehensive Assessment of Learning in Early Childhood

Abstract

The objective of this study was to analyze, through a bibliometric approach, the scientific trends, collaboration networks, and thematic structure of research on neurodidactics applied to the comprehensive assessment of learning in early childhood, with particular emphasis on children aged 0–6 years. Methodology: A bibliometric analysis was conducted using the Scopus database, following the PRISMA 2020 guidelines and the SPICE framework to formulate the research question. The initial search identified 410 documents, of which 50 met the inclusion criteria after applying filters for peer-reviewed publications, open-access availability, and thematic relevance. Bibliometrix, Biblioshiny, and VOSviewer were employed to examine five bibliometric indicators: scientific production, research impact, collaboration networks, thematic evolution, and geographical distribution. Results: The evidences revealed a substantial increase in scientific production beginning in 2020, reaching its highest level in 2022. Collaboration networks were identified, highlighting several authors with prominent positions within the scientific community. The thematic analysis showed an interdisciplinary knowledge structure integrating neuroeducation, cognitive development, neuroscience, and artificial intelligence. Conclusions: Research on neurodidactics is undergoing steady consolidation; however, important challenges remain, including insufficient teacher training, limited validation of neurodidactic assessment instruments, and uneven geographical representation, particularly across Latin America.