한국유아교육학회 50년, 유아교육연구 담론은 어떻게 변화해왔는가? 유아교육연구 (1979-2024) 분석을 중심으로

초록

This study aimed to examine the discursive structure and its longitudinal changes in Korean early childhood education by applying text mining techniques to academic articles published in the Korean Journal of Early Childhood Education from 1979 to 2024. Utilizing Latent Dirichlet Allocation (LDA)’s topic modeling and keyword network analysis, the articles were categorized into five distinct periods: 1979-1992, 1993-2004, 2005-2012, 2013-2018, and 2019-2024. The emergence and decline of research topics were observed, analyzing the evolution of conceptual linkages. The results revealed that core keywords such as “young children,” “education,” and “teachers” consistently occupied central positions, while twelve major topics emerged, reconfigured, and demonstrated varying levels of persistence over time. By empirically mapping the knowledge structure shaped within the Korean Journal of Early Childhood Education, this study provides foundational insights into the academic trajectory of early childhood education in Korea and offers future researchers a meaningful reference for identifying emerging themes and scholarly directions.

키워드