The analysis of research trends utilizing grounded theory in the field of early childhood education research

This study analyzed trends in domestic research papers utilizing grounded theory in early childhood education and explored their characteristics. A total of 74 papers published in academic journals in the field of education in South Korea were identified and analyzed through searches on Google Scholar, Dbpia, RISS, and the integrated search engine of University A. The study investigated the publication periods, research subjects, and topics of early childhood education studies that utilized grounded theory methodology. Additionally, it analyzed the characteristics of the research methods and how the research findings were presented. Through a review of qualitative research methodologies centered on grounded theory in early childhood education, the study aimed to explore the developmental directions of grounded theory research based on an understanding of paradigms rooted in ontology, epistemology, and methodology. The research findings were discussed as follows:: First, there are notable similarities with studies in other disciplines that utilize grounded theory, particularly in terms of the timing of research growth and the methodological emphasis on data collection through interviews with adult participants. Second, regardless of the research questions, there is a typical tendency to present the data analysis process itself as a key research outcome. Third, grounded theory is frequently employed as a tool for exploring processes. Lastly, the study highlighted the emerging characteristics of constructivist grounded theory in early childhood education research, emphasizing its phenomenological and hermeneutic approach. Based on these findings, the study provided suggestions for applying grounded theory methodology in early childhood education research.