Estrategias neuroeducativas en educación inicial: análisis bibliométrico de las tendencias metodológicas y temáticas
DOI:
https://doi.org/10.5281/zenodo.22167383Palabras clave:
neuroeducación, educación infantil temprana, funciones ejecutivas, aprendizaje, análisis bibliométricoResumen
La neuroeducación reúne aportes de la neurociencia, la psicología y la pedagogía, pero su aplicación en educación inicial suele presentarse como un campo homogéneo pese a la diversidad de diseños, estrategias y resultados estudiados. En este contexto, el objetivo del presente estudio fue caracterizar metodológica y temáticamente la producción científica reciente sobre estrategias neuroeducativas vinculadas con el aprendizaje en niños de 0 a 6 años y en docentes del nivel inicial. Para tal fin, se realizó una investigación documental, observacional y transversal, con análisis bibliométrico descriptivo y análisis de contenido cuantitativo. Mediante siete consultas reproducibles en OpenAlex se recuperaron 687 registros publicados entre enero de 2022 y el 25 de agosto de 2026. Tras deduplicar, filtrar por pertinencia, se constituyó un corpus de 44 publicaciones. Se calcularon frecuencias y porcentajes para año, diseño, población, estrategia y resultado. El 84,1% de los trabajos aportó datos empíricos originales, el 68,2% recogió datos directos de niños y el 40,9% correspondió a intervenciones experimentales o cuasiexperimentales. Las categorías más frecuentes fueron funciones ejecutivas y recursos multisensoriales/tecnológicos (20,5% cada una). Los resultados evaluados se concentraron en desenlaces múltiples (29,5%) y funciones ejecutivas (20,5%). Las intervenciones lúdicas, motrices, musicales, de mindfulness y tecnológicas comunicaron beneficios específicos; sin embargo, la heterogeneidad metodológica impide afirmar un efecto global de la neuroeducación. Se concluye que el campo avanza hacia evidencia aplicada, aunque requiere medidas estandarizadas, seguimiento longitudinal, reporte de tamaños de efecto y una formación docente capaz de diferenciar principios neurocientíficos de neuromitos.
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