THE IMPORTANCE OF AUTONOMY IN MEANINGFUL LEARNING WITH FAMILY ENGAGEMENT: A BIBLIOMETRIC ANALYSIS IN SCOPUS USING PRISMA
DOI:
https://doi.org/10.62145/ces.v4i3.231Keywords:
child autonomy, family involvement, meaningful learning, Scopus, bibliometric analysis, Early educationAbstract
The aim of this study was to analyse the scientific literature on children’s autonomy and family engagement in meaningful learning within the Early Childhood Family Care Service (SAFPI) programme. A quantitative, bibliometric and descriptive study was conducted through a systematic review of documents indexed in the Scopus database. The analysis identified trends in publications, the main countries producing research, the predominant document types and the thematic areas related to the subject. The results show a sustained growth in scientific output between 2022 and 2025, with research predominantly originating from the United States, the United Kingdom and Canada. Furthermore, scientific articles constitute the main means of dissemination, and the fields of medicine, social sciences and psychology accounted for the largest number of publications. The evidence reviewed highlights that family involvement promotes the development of autonomy, meaningful learning and the holistic development of children, particularly when there is constant communication and collaboration between the family and teachers. It is concluded that, although scientific output on this topic continues to increase, research gaps still exist, particularly in Latin America; therefore, further empirical studies are required empirical evidence to strengthen educational practices and family involvement.
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