Subtizing emerges at an early age, but it further develops when supported. In parallel, research has shown that it supports other cognitive skills along with early math skills. For this reason, it is important to identify studies in the literature to determine the subitizing levels of preschool children and provide example practices to help teachers support these children. This study examines the trends and distributions of research on subitizing skills of preschoolers, as indexed in the Web of Science. Studies dating back to 1978 have shown an increasing trend over time, although their numbers are still limited. Subitizing in preschool has become a subject of interest in many countries, especially in the USA, and has recently spread to other countries such as Spain, Canada, and China. It has been determined that most of these studies are conducted in the fields of psychology and education, and are associated with various mathematical skills, including counting, number line estimation, number sense, arithmetic units, and the principle of cardinality. It was observed that the majority of the studies (n=40) were indexed in the Social Sciences Citation Index (SSCI). Furthermore, the overwhelming majority of the publications were in English (n=45) and published in the USA (n=22). Recently, studies have also begun in countries such as China, Singapore, Australia, and Sweden. [This paper was published in: "EJER Congress 2024 International Eurasian Educational Research Congress Conference Proceedings," edited by Senel Poyrazli, Ani Publishing, 2024, pp. 105-109.]