Psychological development of preschool children in rural and urban contexts: asystematic review

Authors

DOI:

https://doi.org/10.14482/

Keywords:

early, psychology, psychological development, cultural context

Abstract

This article presents the results of a systematic review conducted following the guidelines of PRISMA, aiming to analyze the notion of development and the methodological aspects of empirical studies in preschool-aged populations in urban and rural contexts of interaction between 2015 and 2023. The search was conducted across the Scopus, ERIC, Redalyc, and EBSCO databases, applying eligibility criteria for studies involving the transition grade population (students and teachers), which focused on topics associated with teacher-child interaction. A total of 13 articles were selected from an initial pool of 324. The results reveal a predominance of studies focused on the notion of unfolding, utilizing cross-sectional quantitative designs. In terms of comparative results, most studies do not differentiate between children from urban and rural contexts of interaction. Finally, the discussion revolves around the predominance of biological assumptions, such as maturation, accompanied by cross-sectional designs that address the notion of vital impulse, as well as the lack of recognition of differences between children in urban and rural contexts in most studies.

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Author Biographies

  • Alejandro Bejarano, Corporación Universitaria Iberoamericana

    Psicólogo. Candidato a doctor en Psicología. Magíster en Educación
    y Neurociencia. Docente e investigador, Corporación Universitaria
    Iberoamericana, Bogotá (Colombia).

  • Mónica Reyes Rojas


    Doctora en Psicología. Profesora asociada, Facultad de Psicología de las
    Ciencias de la Salud, Universidad del Magdalena, Santa Marta (Colombia).


  • Julián Camilo Sarmiento Lopéz


    Psicólogo. Doctor en Psicología. Magíster en Desarrollo Infantil. Profesor,
    Programa de Psicología, Universidad Pontificia Bolivariana-seccional Palmira


  • María Dilia Mieles Barrera


    Licenciada en Psicología Educativa y Filosofía. Doctora en Ciencias Sociales
    Niñez y Juventud. Profesora titular, Facultad de Ciencias de la Educación,
    Universidad del Magdalena, Santa Marta (Colombia).


  • Hernán Sánchez Ríos


    Doctor y posdoctor en Psicología Experimental. Magíster en Psicología.
    Profesor titular, Facultad de Psicología, Universidad del Valle, Cali (Colombia).


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Published

2026-01-30

Issue

No. 44 (2026)

Section

Estado del arte o revisión bibliográfica

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