Executive functions in early childhood from past to present: Scientific trends and conceptual transformations, 1997–2025

This study aims to provide a comprehensive, longitudinal perspective on the evolution of executive functions (EF) in early childhood by examining scientific trends and conceptual transformations from 1997 to 2025. A bibliometric analysis was conducted on 530 peer-reviewed articles indexed in Social Sciences Citation Index (SSCI), Emerging Sources Citation Index (ESCI), and Science Citation Index Expanded (SCI Expanded), retrieved from the Web of Science (WoS) Core Collection. To enhance transparency and reproducibility, a rigorous screening process is detailed through a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram. The field's conceptual structure was revealed through co-occurrence and clustering analyses, resulting in four major thematic clusters: (a) Skills and Early Learning, emphasizing school readiness and academic processes; (b) Family Influences, covering socioeconomic factors and parenting practices; (c) Behavioral Dimension, focusing on EF-related difficulties and standardized assessment tools; and (d) Experimental and Intervention-Based Studies, representing program evaluations and mechanism-oriented approaches. Trend analyses demonstrate a notable increase in EF research particularly after 2015, accompanied by a shift from deficit-oriented perspectives toward more ecological, developmental, and intervention-focused approaches. The visualized maps generated in this study illustrate both the dynamic intellectual growth of the field and the conceptual transitions that have shaped EF research in early childhood over nearly three decades.