Keywords:
evidence-based education
early childhood education
professional development
educational outcomes
implementation barriers

  • Abstract

    The integration of evidence-based practices (EBP) into preschool education is a critical advancement in the field of early childhood education, inspired by its successful application in healthcare. This study investigates the adoption and implementation of EBP among preschool educators from 2004 to 2023. By employing a scoping review methodology guided by PRISMA-ScR, this study conducted a comprehensive search of the Web of Science, EBSCO, and Scopus databases. The inclusion criteria included articles that highlighted the practical application of EBP, yielding 21 relevant studies. The findings reveal significant trends and persistent challenges. Professional development, particularly through coaching and in-service training, has emerged as crucial for enhancing the implementation of EBP. Organizational barriers such as limited access to academic resources and insufficient leadership support were identified as significant obstacles. Nevertheless, effective strategies, including small-group instruction and behavior management, have been shown to substantially improve educational outcomes. This study emphasizes the importance of fostering collaborative environments within educational institutions and enhancing educators' research skills to bridge the research and practice gap. Future research should address the identified gaps, including the need for longitudinal studies and the evaluation of EBP's long-term effectiveness. The implications of this study are essential for policy adjustments and sustainable integration of EBP in early childhood education, aiming to improve educational quality and meet the diverse needs of young learners.

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How to cite

Sepúlveda-Vallejos, S., Almonacid-Fierro, A., Valdebenito, K., & Aguilar-Valdés, M. (2024). Integrating evidence-based practices in preschool educators: A scoping review from 2004 and 2023. Multidisciplinary Reviews, 8(2), 2025054. https://doi.org/10.31893/multirev.2025054
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