<![CDATA[Self-directed learning and resilience are essential competencies that should be fostered from an early age; however, the relationship between them in early childhood education has yet to be comprehensively synthesized. This study aims to synthesize empirical and conceptual evidence regarding the connection between these two competencies in children aged 0–8 years. A systematic review was conducted in accordance with the PRISMA 2020 guidelines. Literature searches were performed across four databases Scopus, Web of Science Core Collection, ERIC, and PsycINFO covering publications from 2016 to 2026, supplemented by citation searching. Selection was based on criteria concerning age, topical relevance, educational context, publication type, and language. A total of 330 records were identified; 250 articles were screened by title and abstract, 80 full-text articles were assessed, and 12 studies met the inclusion criteria. The screening process was facilitated by the Rayyan application, study quality was evaluated using the Mixed Methods Appraisal Tool (MMAT), and data were synthesized through reflexive thematic analysis and narrative synthesis. The analysis identified four primary themes: children’s self-regulation, play environments that encourage exploration, interaction with nature, and social-emotional scaffolding provided by teachers. These findings serve as the basis for developing the concept of "adaptive autonomy" as a conceptual framework for understanding the interplay between self-directed learning and resilience from an early age]]>
