Visual Analysis of Research Hotspots and Trends in Young Children's Deep Learning from 2018 to 2025

Abstract

Against the backdrop of educational digitalization, deep learning plays a critical role in fostering young children’s learning dispositions and holistic development. This study analyzes 195 journal articles on “young children’s deep learning” published between 2018 and 2025 in the CNKI database. Using bibliometric and visualization methods with CiteSpace 6.1.R6, the study examines researchers, institutions, research domains, and emerging hotspots to identify the field’s characteristics, trends, and research emphases. Literature was retrieved using the topic search “young children’s deep learning,” and 195 valid publications were obtained after screening. Terms such as “teacher support” and “support strategies” have gradually emerged, indicating a shift in research focus from the learning subjects to the implementers of educational practices and their operational mechanisms. Between 2020 and 2022, keywords including “play strategies,” “early childhood education,” and “practical research” demonstrated a sustained upward trend. These findings highlight an intensified emphasis on enhancing the quality of young children’s deep learning through pedagogical approaches, instructional models, and structured learning activities.