LITERACY IN KINDERGARTEN FOR SCHOOL READINESS: A BIBLIOMETRIC STUDY
Main Article Content
Tita Hasanah
Abdul Talib Bin Mohamed Hashim
This study aims to identify and map the main themes in the literature review on literacy in kindergarten for school readiness through a bibliometric approach. The focus of this study is scientific articles published through the Scopus database between 2016 and 2025 totaling 1108 articles. The study was conducted with three main analyzes, namely citation, co-citation, and co-occurrence using VOSviewer software. The results of the citation analysis show that the main focus of the study revolves around children's internal capacities, such as executive function, language, and self-regulation, as well as the influence of interventions and the quality of early childhood education programs. The co-citation analysis groups the literature into three major themes, namely: 1) the impact of the quality of early childhood education on long-term academic achievement; 2) the role of executive function and self-regulation as predictors of academic achievement; and 3) the central contribution of executive function and self-regulation in developing school readiness. Meanwhile, the co-occurrence analysis revealed four main clusters, namely: 1) executive function and self-regulation; 2) parent-child relationships; 3) early childhood education and school readiness; and 4) basic literacy and numeracy skills. These findings provide a comprehensive overview of the direction and focus of developing research, and can be a basis for formulating more effective early childhood education policies and practices.
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