Akademik Veri Yönetim Sistemi
EARLY EDUCATION AND DEVELOPMENT, cilt.1, ss.1-18, 2025 (SSCI, Scopus)
This study investigates the research landscape of social studies in early childhood education through a combined bibliometric analysis and systematic review. Drawing on 119 studies retrieved from the Web of Science database, the bibliometric analysis explores global publication trends, co-authorship networks, co-citation patterns, and keyword co-occurrence. Additionally, 23 studies that met the inclusion criteria were systematically reviewed. These studies employed qualitative, quantitative, and mixed methods, focusing on children, families, and both pre-service and in-service teachers. Research Findings: The findings underscore the contribution of social studies education to the development of executive functions, early literacy, social and emotional learning in young children. Moreover, the review highlights the critical role of family engagement and emphasizes that learning should extend beyond formal educational settings. Practice or Policy: Studies emphasize that teachers’ beliefs, curriculum choices, and sociocultural perspectives are crucial for implementing inclusive, anti-bias pedagogy, with justice-oriented approaches effectively enhancing teachers’ competencies and confidence.