키워드 빈도분석과 LDA 토픽 모델링을 활용한 『육아지원연구 』 연구동향 분석: 2005-2025 = Research trends in the Journal of Early Childhood Education & Care (2005-2025): A keyword frequency and LDA topic modeling analysis

국문 초록 (Abstract)

본 연구는 텍스트 마이닝 기법을 활용하여 육아지원연구의 연구동향과 주제 구조 변화를 분석하였다. 분석대상은 2005년부터 2025년까지 게재된 논문 485편의 초록이며, 게재 편수 및 인용지수 추이를고려해 형성기(2005–2011), 성장기(2012–2017), 성숙기(2018–2025)로 구분하였다. NetMiner 4.5 프로그램을 활용해 전처리 후 키워드 빈도분석과 LDA 기반 토픽 모델링을 실시하였다. 분석결과, 상위 키워드는 ‘유아’, ‘교육’, ‘교사’, ‘놀이’로 나타났으며, 형성기에는 발달⋅창의 관련 키워드가, 성장기에는 정서⋅행동 관련 키워드, 성숙기에는 놀이⋅지원 관련 키워드가 두드러지게 나타났다. 토픽 모델링에서는5개 토픽이 도출되었으며, 형성기에는 토픽 간 비중이 비교적 균형적으로 나타난 반면, 성장기에는 ‘유아, 교사, 어머니의 사회⋅정서 역량’토픽의 비중이 확대되었고, 성숙기에는 ‘놀이와 영유아교육과정 운영’및 ‘부모의 자녀 양육지원’토픽이 증가하였다. 본 연구를 통해 육아지원연구가 정책⋅제도 환경과긴밀히 연계되는 동시에 현장 실천적 성격을 지니고 있음을 확인하였다. 이러한 결과를 바탕으로 향후연구주제와 학술지의 발전 방향을 모색하였다.

다국어 초록 (Multilingual Abstract)

This study analyzed research trends and changes in the thematic structure of the Journal of Early Childhood Education & Care using text mining techniques. The data consisted of the abstracts of 485 articles published between 2005 and 2025. The period was divided into a formative stage (2005–2011), a growth stage (2012–2017), and a mature stage (2018–2025), based on trends in publication volume and citation metrics. Data were preprocessed using NetMiner 4.5, followed by keyword frequency analysis and LDA (Latent Dirichlet Allocation)-based topic modeling. The results indicated that the most frequent keywords were ‘child,’ ‘education,’ ‘teacher,’ and ‘play.’ In the formative stage, keywords related to development and creativity were prominent; in the growth stage, keywords related to emotion and behavior were salient; and in the mature stage, keywords related to play and support were particularly evident. Topic modeling identified five topics. While topic proportions were relatively balanced during the formative stage, the proportion of the topic ‘social and emotional competence of children, teacher, and mother’ increased during the growth stage, and the topics ‘play and implementation of the early childhood curriculum’ and ‘parental child rearing support’ increased during the mature stage. In addition, the topic ‘early childhood teacher professionalism and pre-service teacher education’ maintained a high proportion across all periods. These results indicate that research published in this journal is closely linked to both field-based practice and policy and institutional contexts. Based on these results, directions for future research and the journal’s development were explored.