Exploration of research trends related to infant curriculum for 0-2-year-olds: focusing on papers in domestic journals from 2005 to 2024

Objectives This study aims to explore the current state and future directions of research on curriculum for infants aged 0-2 by analyzing research trends in the context of increasing domestic and global emphasis on early childhood education. Methods This study employed a literature review method, analyzing 324 relevant journal articles published between 2005 and 2024 in academic journals indexed in the Korea Citation Index (KCI). Articles were retrieved using a combination of keywords such as “infant”, “0-2 years”, “care curriculum”, “education curriculum”, and “program”. The collected data were analyzed according to five key criteria: research period, target population, research methods, research topics, and research paradigms. To ensure the validity of the analysis, continuous collaboration and reexamination among the researchers were conducted throughout the review process. Results Research on the curriculum for infants aged 0-2 has been steadily conducted since 2005, with a noticeable increase in publications after 2013 and the highest number recorded in 2024. Studies most frequently targeted infants, particularly those aged 2, more than teachers or parents. Quantitative and qualitative methods were used at similar rates, and the most common research theme was instructional content and teaching methods. In terms of research paradigms, experience-analytic studies were the most prevalent. Conclusions These findings offer a clearer understanding of the research trends related to infant care curriculum in terms of period, subject, method, topic, and paradigm. The study provides insights and implications for the direction of follow research in this field.