<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942024000102713</article-id>
<article-id pub-id-type="doi">10.5294/edu.2024.27.1.3</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis bibliométrico del fomento de competencias socioemocionales en la etapa preescolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Bibliometric Analysis on the Promotion of Socioemotional Skills in Preschool Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise bibliométrica da promoção de competências socioemocionais na educação infantil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quenaya-Negrete]]></surname>
<given-names><![CDATA[Patricia Yvonne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nepo-Lluén]]></surname>
<given-names><![CDATA[Jorge Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituciones de Formación Inicial Docente  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942024000102713&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942024000102713&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942024000102713&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio aborda la evolución de la producción científica en desarrollo de competencias socioemocionales durante la etapa preescolar. Con el objetivo de analizar esta progresión, se implementó una metodología bibliométrica rigurosa que incluyó la formulación de una ecuación de búsqueda y el análisis de metadatos a través de la base de datos Scopus, abarcando el período de 1988 a 2023. Esta aproximación permitió examinar la prevalencia y el impacto de la investigación en el área. El análisis reveló 184 documentos con una notable diversidad en la colaboración entre autores, con 14,13% de coautoría internacional. Se observó una clara predominancia de artículos en revistas científicas como principales vehículos de difusión. El estudio también identificó a los autores e instituciones más influyentes y analizó el soporte financiero detrás de la investigación, resaltando el papel de organizaciones como el Institute of Education Sciences y el National Institute of Child Health and Human Development. La conclusión principal destaca un creciente interés académico desde los años 2000, reflejo de una mayor conciencia sobre la importancia del fomento de las competencias socioemocionales en el desarrollo infantil. Además, se identificaron temas emergentes, como habilidades socioemocionales, ansiedad y evaluación de personalidad, y se señalan nuevas direcciones en este campo de investigación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present study addresses the evolution of scientific production in the field of socio-emotional skills development during the preschool stage. Aiming to analyze this progression, a rigorous bibliometric methodology was implemented, which included the formulation of a search equation and metadata analysis through the Scopus database, covering the period from 1988 to 2023. This approach allowed an examination of the prevalence and impact of research in the field. The analysis revealed 184 documents with notable diversity in author collaboration, highlighting 14,13% of international co-authorship. A clear predominance of articles in scientific journals as the main dissemination vehicles was observed. The study also identified the most influential authors and institutions, and analyzed the financial support behind the research, emphasizing the role of organizations such as the Institute of Education Sciences and the National Institute of Child Health and Human Development. The main conclusion highlights a growing academic interest since the early 2000s, reflecting an increased awareness of the importance of fostering Socioemotional Competencies in child development. Additionally, emerging themes such as socioemotional skills, anxiety, and personality assessment were identified, pointing to new directions in this field of research.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo aborda a evolução da produção científica no desenvolvimento de competências socioemocionais na educação infantil. Para analisar essa progressão, foi implementada uma rigorosa metodologia bibliométrica, que incluiu a formulação de uma estratégia de busca e análise de metadados por meio da base de dados Scopus, entre 1988 e 2023. Essa abordagem tornou possível examinar a prevalência e o impacto da pesquisa na área. A análise revelou 184 documentos com uma notável diversidade na colaboração entre autores, com 14,13 % de coautoria internacional. Observou-se a predominância de artigos em periódicos científicos como os principais veículos de divulgação. O estudo também identificou os autores e as instituições mais influentes, bem como analisou o apoio financeiro por trás da pesquisa, destacando o papel de organizações como o Institute of Education Sciences e o National Institute of Child Health and Human Development. A principal conclusão evidencia um crescente interesse académico desde os anos 2000, refletindo maior conscientização sobre a importância da promoção de competências socioemocionais no desenvolvimento infantil. Além disso, foram identificados temas emergentes, como habilidades socioemocionais, ansiedade e avaliação da personalidade, e apontadas novas direções nesse campo de pesquisa.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje socioemocional]]></kwd>
<kwd lng="es"><![CDATA[competencias sociales]]></kwd>
<kwd lng="es"><![CDATA[datos estadísticos]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[habilidad]]></kwd>
<kwd lng="en"><![CDATA[Emotional learning]]></kwd>
<kwd lng="en"><![CDATA[social skills]]></kwd>
<kwd lng="en"><![CDATA[statistical data]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[skill]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem socioemocional]]></kwd>
<kwd lng="pt"><![CDATA[competências socioemocionais]]></kwd>
<kwd lng="pt"><![CDATA[dados estatísticos]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[habilidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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