Early Academicization and Emotional Regulation: Systematic Literature Review of Children’s Developmental Wellbeing

Early academicization has become an increasingly prominent issue in early childhood education because excessive emphasis on cognitive achievement may hinder children's emotional and holistic development. This study aims to analyze epistemologically the practice of early academicization in children’s educational settings and evaluate its impact on children’s emotional regulation. The method used was a Systematic Literature Review (SLR) following PRISMA guidelines. Articles were collected from Scopus, Web of Science, and Google Scholar with a publication range of 2021–2026. After screening titles, abstracts, and full texts, 30 articles were selected and analyzed using thematic synthesis to identify recurring patterns and relationships across the studies. The findings showed that children’s emotional regulation is strongly influenced by parenting patterns, learning environments, and teacher–student pedagogical interactions. Excessive academic pressure at an early stage was associated with increased stress, anxiety, and lower emotional regulation in children. In contrast, play-based learning approaches, social-emotional learning, and supportive family involvement contributed positively to children’s emotional stability, adaptability, and social competence. Several studies also emphasized that emotionally supportive learning environments improve children’s engagement and developmental outcomes. The synthesis indicates that an overemphasis on academic achievement may neglect children’s emotional needs and holistic growth. Therefore, educational systems for children should prioritize balanced learning approaches that integrate cognitive, emotional, and social development. These findings highlight the importance of child-centered education that supports emotional well-being alongside academic learning.