Bibliometric analysis of early childhood gender and sexuality education research

Academic inquiry into gender and sexuality education (GaSE) in early childhood has shifted from a marginal to a central concern, prompted by its perceived value in fostering inclusive attitudes and supporting child development. This study presents the first bibliometric analysis of GaSE scholarship, moving beyond narrative reviews to quantitatively map its publication trends, intellectual structure, and thematic evolution. We analysed 119 Scopus-indexed articles published between 1932 and 2024, employing VOSviewer and R Biblioshiny for performance analysis and science mapping. Analysis of publication themes reveals a transition from a protection-oriented focus on preventing child sexual abuse toward a pedagogically centred approach emphasising concepts such as gender-flexible instruction. Performance analysis reveals a sharp increase in publications post-2016, alongside a pronounced geographical imbalance in authorship. North American and European researchers, particularly those from the United States, were the most productive contributors. The regional concentration is further evidenced by a low international collaboration index (7.563) pointing to a systemic limitation in global knowledge exchange. Co-citation analysis identifies the field’s core theoretical influences as feminist theory, social constructivism, and queer pedagogies. The contributions of Butler's "gender performativity" and Robinson on the social construction of “childhood innocence” appear as foundational texts. Co-occurrence mapping delineates the conceptual structure of the field into four primary thematic clusters: (1) theoretical gender foundations, (2) educational implementation, (3) child protection frameworks, and (4) developmental perspectives. Despite the field's maturation, persistent gaps include a need for more culturally-adapted research and the establishment of validated assessment methodologies. By quantifying the field's structure and identifying these deficiencies, this study recommends focused actions to guide future inquiry: fortifying global research networks, conducting longitudinal studies, and grounding teacher preparation in evidence-based practices.