Interactions Between Children in Educational Services and their Implications for Learning at the Preschool Education Level: A Literature Review

Abstract

This research addresses the interactions of children at the preschool education level in educational services and their implications for or repercussions for learning. We aimed to determine the state of the art of interactions of children at the preschool education level in educational services and their implications for learning. The results of the bibliographic review indicate that this topic has been scientifically approached since 1975, with a growing and fluctuating trend. The countries that theoretically contribute the most to these topics are the United States, the United Kingdom, Australia, Russia, Canada, Italy, Taiwan, Brazil, Germany and Norway. Research results are shared through original scientific articles and are approached from the perspective of the social sciences, medicine and psychology. Finally, the clusters in the scientific maps show variables such as social interaction, education, learning, interpersonal relationships, emotions and cooperation. The analytical reading of the publications indicates the need for a comprehensive approach to children at the preschool education level in educational services, where it is key to educating children in the future. A broader approach that takes into account various needs, which involves social-emotional competencies for children, which are vital components of the comprehensive development of children, is needed.

Received: 12 July 2024 / Accepted: 25 October 2024 / Published: 05 November 2024