Mapping Neuropedagogy and Neuroplasticity in Early Childhood Education: A Bibliometric Analysis with Implications for Teacher Professional Development

Education systems face increasing pressure to adopt evidence-informed innovations that respond to learner diversity. In early childhood, understanding neuroplasticity is foundational for developing inclusive pedagogies, yet translating basic neuroscience into teacher professional development remains complex. This study presents a descriptive and exploratory bibliometric analysis characterizing the intersection of neuroplasticity, neuropedagogy, and early childhood to map how research evidence is organized. A corpus of 2937 documents spanning from 1975 to early 2026 was analyzed to identify publication trends, global collaboration networks, and thematic structures. Results indicate exponential growth in the field, with the United States leading in volume but European and South American nations demonstrating higher international collaboration rates. Thematic mapping reveals a structural separation between applied human studies and mechanistic basic science. This translational distance, combined with the documented prevalence of neuromyths among educators, presents a significant barrier to evidence-informed inclusive education. These findings provide researchers and policymakers with a diagnostic map of the field, outlining specific implications for the content, design, implementation, and evaluation of future teacher professional development to responsibly advance educational equity and inclusion.