Routine-based interventions are recognised as an effective strategy that can be easily integrated into children's lives, support family involvement and aim to achieve functional outcomes by providing learning opportunities in natural contexts such as daily routines (McWilliam, 2010). In future educational research, it is important to examine research on routine-based interventions in determining learning strategies. For this reason, our study aimed to examine the studies on routine-based interventions in terms of bibliometric characteristics.Bibliometric analysis reveals which topics are studied more in research on routine-based interventions, the structure, impact, trends and collaborations of scientific literature. In this study, which was designed in accordance with the descriptive scanning model, the Web of Science (WoS) database was used as a data source for bibliometric analysis, and the studies were searched by selecting ‘all fields’ with the keywords “routine based intervention and early childhood”. While determining the inclusion criteria, no time restriction was made, and it was paid attention that (a) the research was conducted in the field of education, (b) it was published in English language, (c) the sample included children in early childhood and/or their families. The exclusion criteria were determined as (a) the research was published in the field of medicine, (b) the sample included older children. According to these criteria, 87 studies were included in the sample. Bibliometric analysis, which is used in the analysis of the data, is an analytical method used to obtain formal and quantitative data on the current situation in a certain field and facilitates the follow-up of academic trends through visualisation software and differs from systematic literature review (Dirik, Eryılmaz, & Erhan, 2023). Although bibliometric analysis tools have been diversified, VOSviewer 1.6.20 package program and open source R software were used in this study, and biblioshiny program, which provides an interface in the bibliometric package program, was also used. According to the results obtained, studies on routine-based interventions; 73 journal articles, 1 book chapter, 6 early access studies, 1 bibliography, 5 reviews and 1 early access review type studies published in the oldest 2000 and the most recent 2023 were found in 53 sources (books, journals). Examination of the categories of the studies showed that the most frequent studies were conducted “in the field of special education”, “in the field of educational research”, “in the field of developmental psychology”, “in the field of pediatrics”, “in the field of rehabilitation”, “in the field of educational psychology”, and it was determined that the studies were written by 297 authors using 337 keywords. The percentage of international publications in which the authors collaborated was found to be 17.24%. It was determined that the studies were published in the United States of America, most frequently at Duke University and Florida State University institutions, and that the most citations were given to research in this country. Furthermore, the most frequently used keywords were found to be “children”, “young children”, “intervention”, “language”, “parents”, “teachers”, “strategies” and “barriers”. We have also provided detailed information on keyword connections, co-author connections regarding the collaboration of authors, and information on the most cited studies, as well as suggestions for future research to relevant institutions and researchers.