Bilingualism and socioemotional development in early childhood: a scoping review

Introduction In a global context, an increasing number of children are growing up in bilingual environments. Simultaneous learning of multiple languages can shape children's development by fostering a multicultural identity and greater empathy, which raises questions about its relationship with socioemotional development. The aim of this paper is to identify, map, and summarize existing literature on the relationship between bilingualism on socioemotional development in early childhood, resulting in an up-to-date review. Method Following PRISMA-Scr guidelines, a search was conducted using PsycInfo, PubMed and Web of Science to gather studies published between 2015 and 2024. Eleven studies were included in this review. Results The reviewed studies suggest that bilingualism may be associated with aspects of emotional self-regulation and social skills, particularly among children with higher proficiency in both languages and supportive educational environments. These associations vary according to factors such as socioeconomic status, age, and family practices. Discussion Far from being a risk factor, bilingualism can be a valuable resource for socioemotional development, especially if supported by an environment that embraces cultural diversity. This review highlights this need for integrated educational approaches that address linguistic and emotional development, as well as the importance of offering targeted support to children with low proficiency. Future research should address limitations in sample representativeness and use longitudinal designs to further explore developmental trajectories and contextual factors associated with bilingualism and socioemotional development.