Research Article

Using Science Mapping to Review Research on Culturally Responsive Teaching in Early Childhood Education

Bi-Ching Chen 1 * , Chia-Ling Tien 2, Hui-Ying Hung 2, Wen-Huei Hsieh 3
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1 Department of Child Care and Education, Chang Gung University of Science and Technology, Taoyuan 333032 Department of Child Care and Education, Chang Gung University of Science and Technology, Taoyuan 33303, Taiwan;3 Department of Child Care and Education, Chang Gung University of Science and Technology, Taoyuan 33303, Taiwan; * Corresponding Author
Educational Innovations and Emerging Technologies, 4(4), 2024, 1-11, https://doi.org/10.35745/eiet2024v.04.04.0001
Published Online: 12 November 2024, Published: 30 December 2024
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ABSTRACT

This research aimed to review culturally responsive teaching in early childhood education based on systematic science mapping. We analysed the number of papers published, the number of journal citations, the area in which the paper was published and the paper’s keywords. The Scopus database was used to search for keywords, followed by preferred reporting items for systematic reviews and meta-analyses to conduct a systematic literature review. This research also referred to the PRISMA systematic literature review based on article aggregation by using keywords, including “culturally responsive teaching and early childhood education”, “culturally responsive teaching for children” and “culturally responsive teaching of preschool”. After excluding non-journal articles in the early childhood education, 562 journal articles were obtained in Ris format, which were then uploaded to the VOSviewer software for the bibliometric analysis. Finally, descriptive statistics and the results of the keyword co-occurrence analysis are presented. A total of 562 journal articles were analysed, and the results indicated that: (1) the research topics and the number of publications grew steadily and continuously and could be attributed to two main topic areas: “the impacts of children’s family culture” and “the role of the teachers’ culture in response to teaching”; (2) the top three journals cited by the papers were: “Teachers College Record”, “Teaching and Teacher Education”, “Urban Education”. The quality of these journals was listed in the first-level core journals or the second-level important journals of the Social Science Citation Index. Besides, the research articles cited were from the first-level core journals, which most of the research articles on cultural response teaching included here were from; (3) the top three geographic areas of the publications were the United States, Australia, New Zealand; (4) keyword co-occurrence analysis revealed five clusters. Among these five clusters, the top five issues focused on teacher training, professional development, urban education, multicultural education, diversity.
Keywords: Culturally responsive teaching, Co-citation analysis, Review of research, Science mapping, Early childhood education

CITATION (APA)

Chen, B.-C., Tien, C.-L., Hung, H.-Y., & Hsieh, W.-H. (2024). Using Science Mapping to Review Research on Culturally Responsive Teaching in Early Childhood Education. Educational Innovations and Emerging Technologies, 4(4), 1-11. https://doi.org/10.35745/eiet2024v.04.04.0001

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