DEVELOPMENT OF LOGICAL THINKING IN PRESCHOOL CHILDREN THROUGH DIGITAL APPLICATIONS BIBLIOMETRIC ANALYSIS

Abstract

This study aims to conduct a comprehensive bibliometric analysis of global research on the use of digital applications in early childhood education, with a particular focus on the development of preschool children’s logical thinking skills. The study is based on data extracted from the Scopus database, covering the period from 2015 to 2025. A total of 523 records were initially identified, and after applying inclusion and exclusion criteria in accordance with the PRISMA framework, 13 publications were selected for final analysis. The results reveal a growing trend in scientific interest in integrating digital technologies into preschool education. The analysis identifies key thematic areas, including gamification, robotics, augmented reality, and ICT-based learning environments, which contribute to the development of essential cognitive skills such as problem-solving, sequencing, and cause-and-effect reasoning. At the same time, the findings emphasize the importance of pedagogical mediation, content quality, and guided interaction in ensuring the effectiveness of digital tools. The study also demonstrates that research in this field is globally distributed and highly interdisciplinary, combining elements of education, psychology, and technology. However, several gaps remain, including a lack of longitudinal studies and limited focus on logical thinking as a distinct construct. The findings contribute to a better understanding of the intellectual structure and development trends of the field and provide a foundation for future research aimed at improving the integration of digital applications in early childhood education.