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Global Trends in the Research on Early Childhood Education during the COVID-19 Pandemic: A Bibliometric Analysis

1
Faculty of Education, The University of Hong Kong, Hong Kong SAR, China
2
Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong SAR, China
3
Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 201418, China
*
Author to whom correspondence should be addressed.
Academic Editor: Mathias Urban
Educ. Sci. 2022, 12(5), 331; https://doi.org/10.3390/educsci12050331
Received: 12 April 2022 / Revised: 1 May 2022 / Accepted: 5 May 2022 / Published: 9 May 2022
(This article belongs to the Section Early Childhood Education)
During the COVID-19 pandemic, schools and preschools worldwide have been suspended, causing many challenges for students, parents, and teachers. Through home-schooling, preschool children struggle to accept new (online) learning modes. Teachers need to acquire digital skills quickly to deliver online teaching, while parents need to take on the role of a tutor at home to facilitate their children’s learning. This study aims to gauge the global trends in the research on early childhood education (ECE) during the COVID-19 pandemic, particularly considering the need for a swift response to the impact of the pandemic. We employed the bibliometric approach to studying ECE studies during the pandemic by identifying the countries of most-cited publications, most-cited categories of studies, and research methodologies used in the eligible studies (N = 507). Analysis reveals that technology integration in ECE has grown fast to timely facilitate online teaching and resolve varied challenges such as parental stress, a lack of resources, and the quality of education in this field. Based on the bibliometric approach, we highlighted research focusing on key themes such as online learning and teaching, physical activity, stress and mental health, and families in early childhood. This study offers a global perspective on ECE research during the pandemic and provides researchers, policymakers, and practitioners with future directions. View Full-Text
Keywords: COVID-19; early childhood education; online learning; bibliometric analysis; global perspective COVID-19; early childhood education; online learning; bibliometric analysis; global perspective
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MDPI and ACS Style

Su, J.; Ng, D.T.K.; Yang, W.; Li, H. Global Trends in the Research on Early Childhood Education during the COVID-19 Pandemic: A Bibliometric Analysis. Educ. Sci. 2022, 12, 331. https://doi.org/10.3390/educsci12050331

AMA Style

Su J, Ng DTK, Yang W, Li H. Global Trends in the Research on Early Childhood Education during the COVID-19 Pandemic: A Bibliometric Analysis. Education Sciences. 2022; 12(5):331. https://doi.org/10.3390/educsci12050331

Chicago/Turabian Style

Su, Jiahong, Davy Tsz Kit Ng, Weipeng Yang, and Hui Li. 2022. "Global Trends in the Research on Early Childhood Education during the COVID-19 Pandemic: A Bibliometric Analysis" Education Sciences 12, no. 5: 331. https://doi.org/10.3390/educsci12050331

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