Family Overprotection in the Learning Process During Early Childhood: A Bibliometric Analysis in Scopus Using PRISMA

Lizbeth Estefanía Hidalgo Guzmán; Emilia Nicole Moscoso Sarmiento; Estefanny Paola Pazmiño Suconota

doi:10.37630/bijee.v4i2.4952

Authors

Lizbeth Estefanía Hidalgo Guzmán Universidad Nacional de Educación UNAE
Emilia Nicole Moscoso Sarmiento Universidad Nacional de Educación UNAE
Estefanny Paola Pazmiño Suconota Universidad Nacional de Educación UNAE

DOI:

https://doi.org/10.37630/bijee.v4i2.4952

Keywords:

bibliometric analysis, early childhood, family overprotection, learning, Scopus

Abstract

Overprotective parenting can shape the development of autonomy and the learning process during early childhood, yet the scientific output on this relationship has not been systematically mapped. This study aimed to analyze bibliometrically the Scopus-indexed scientific output on family overprotection and its incidence on children’s learning. A quantitative, descriptive bibliometric design was adopted: a Boolean search equation was executed in Scopus, documents were selected following the PRISMA 2020 guidelines, and a final corpus of [N] documents was analyzed through descriptive statistics by year of publication, country, subject area, and document type. Annual output increased over the period analyzed and peaked in 2025; production was concentrated in the United States, China, and the United Kingdom, with Medicine as the dominant subject area and journal articles as the main document type. Latin American output was limited, and few studies specifically addressed the relationship between overprotective parenting and learning during early childhood. Although scientific interest in the topic is growing, persistent research gaps justify new studies, particularly in Latin American and Ecuadorian contexts, that deepen the understanding of this phenomenon and guide educational strategies to promote children’s autonomy.

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