빅데이터를 활용한 유아 창의성 교육 학술 담론 분석

Abstract

The purpose of this study is to analyze the discourse of early childhood creativity education using academic big data and to aim for theoretical and practical expansion of early childhood creativity education. This study selected 802 papers published in Korea Citation Index database on early childhood creativity education from 2001 to 2022. The discourse through academic articles not only provides knowledge and information about early childhood creativity education but also offers frameworks for understanding it. To conduct this study, text mining techniques, including term frequency analysis, semantic network analysis, and topic modeling analysis were used. The discourse analytical process outlined by Hamann et al (2019) was applied. The text mining results were described by curriculum revision periods, starting from the 6th revision: 2001-2008, 2009-2011, 2012-2019, and 2020-2022. The research questions and results are as follows: 1. Describe linguistic characteristics on the text level of discourse using big data. 1-1. Describe the results of term frequency analysis using TF, TF-IDF, and N-gram. The findings revealed something in common emerged across all periods, like ‘children’, ‘creativity’, ’education’, ‘program’, and ‘test’. Additionally, distinguished features emerged for each period, including ‘gifted’, ‘creativity and personality’, and ‘play’ . 1-2. Describe a result regarding the characteristics of semantic network analysis included degree centrality, closeness centrality, betweenness centrality, eigenvector centrality. The results were explained to be compared to TF ranking. During the 2001-2008 period, ‘gifted’ emerged in degree and eigenvector centrality, and ‘development’ appeared in closeness, betweenness, and eigenvector centrality. During the 2009-2011 period, ‘art’, ‘expression’, and ‘personality’ demonstrated in degree and eigenvertor centrality, and ‘personality’ began to influence in academic discourse. However, ‘creativity and personality’ seemed to be less significant compared to TF ranking during the 2012-2019 period. During the 2020-2022 period, ‘play’ emerged and gained importance over all centrality. 1-3. Describe a result of characteristics represented by topics. It discovered that three to four topics were selected for each period. And topics related to early childhood creativity education has been continuously researched focusing on program and its quantifiable educational effects. On the other hand, there were gradual changes, for example, research subject has expanded not only children but also early childhood education teachers and pre-teachers, and affective elements as well as cognitive elements. A distinctive tend has found the specific topics during particular periods, such as the emphasis on play and creativity from 2020 to 2022. While earlier research predominantly concentrated on a single research topic, but later each topic was distributed more evenly. 2. Interpret academic discourse of the categorized meaning of early childhood creativity education based on characteristics of result 1, connecting it to the educational policy context. It is categorized into five categories: early childhood creativity education in program oriented in specific areas, at the intrapersonal level, focused on 5-year-olds, and emphasizing teacher ability. Early childhood creativity education that reflects educational policy trends In conclusion, this study has a significance beyound simple trend study analysis and content analysis, attempting to analyze the characteristics and implicit power/knowledge of academic discourse. This study hopes that various studies on early childhood creativity education, including discourse analysis and foundational research, will be conducted. This would contribute to expanding the policy interest focusing on early childhood creativity education. Researchers are encouraged to consider the voices should be raised for the balanced development of early childhood creativity education in Korea.