Project-based learning in early childhood education: A bibliometric analysis over five decades (1970–2023)

Tóm tắt

This study mapped the knowledge structure and thematic trends in research on project-based learning in early childhood education through a scientometric analysis of 100 publications from the Scopus database (1970–2023). The results showed a substantial increase in publication volume after 2014, with contributions originating predominantly from Western nations. A co-citation analysis identified three principal knowledge foundations: (1) the progressive educational philosophies of Dewey and Vygotsky; (2) the practical implementation of the 'Project Approach' articulated by Katz and Helm; and (3) contemporary integrations with STEM/STEAM education and robotics, as advanced by researchers such as Bers and Clements. Accordingly, research themes shifted from a focus on foundational pedagogical principles toward specific applications in STEM, robotics, and sustainable development. By delineating the  relevant field's intellectual architecture and identifying research gaps, this investigation offers a valuable knowledge map. These findings establish a foundation for future inquiries and provide strategic directions for researchers, educators, and policymakers to support the theoretical and practical development of project-based learning at the early childhood level.