Author(s)

Ben Yiping ¹, Hu Tianshuo ¹, Wang Jingqi ¹

Affiliation(s)

¹ College of Home Economics (Department of Preschool Education), Hebei Normal University, Shijiazhuang, Hebei Province, 050010, China

Corresponding Author

Ben Yiping

ABSTRACT

To realize high-quality and connotative development of preschool education in China, focusing on process quality is the key, while improving the level of teacher-child interaction is the key. In order to more accurately provide reference directions for the research on teacher-child interaction, the overall development and trends of teacher-child interaction were systematically analyzed with the help of CiteSpace, a visual analysis software, by taking the literature on teacher-child interaction included in China Knowledge Network from 2014 to 2024 as a sample. The results show that the research literature related to teacher-child interaction has shown an upward trend in quantity in the past decade, but the core group of authors has not yet been formed, and the research institutions mainly focus on higher education institutions and kindergartens, and the hotspots of research mainly focus on the value, quality, current situation and countermeasures of teacher-child interaction. At present, there is still room for progress and deepening of research on teacher-child interaction in terms of research methods, research perspectives and research contents.

KEYWORDS

Teacher-Child Interaction; Knowledge Mapping; CiteSpace

CITE THIS PAPER

Ben Yiping, Hu Tianshuo, Wang Jingqi, Knowledge Graph Visualization and Analysis of Research Hotspots and Trends of Teacher-Child Interactions in Kindergartens in China in the Past Ten Years. Applied & Educational Psychology (2025) Vol. 6: 184-189. DOI: http://dx.doi.org/10.23977/appep.2025.060225.

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Sponsors, Associates, and Links

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• Advances in Educational Technology and Psychology
  
  
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