An Analysis of Research Trends in Chinese Preschool Education for Sustainable Development / Analiza istraživanja trendova odgoja za održivi razvoj u predškolskom obrazovanju u Kini

This study aims at investigating the research trends in Chinese preschool education for sustainable development (CPESD), understanding its developmental trends, grasping the areas of neglect, and propose the future research direction. In order to achieve these research objectives, this study collected 163 papers concerning CPESD from 1992 to June 2017, including 149 academic papers and 14 dissertations, and analyzed the research trends in CPESD from four research aspects, namely period, method, content, and research type. The analysis showed that, from 1992 to 2017, CPESD research was initially rare, followed by first moderate and then, most recently, sharp growth. During this period, CPESD research has been primarily of the literature type, followed by mixed research, quantitative research, and qualitative research, with a lack of scientific and systematic research. The analysis of research content revealed the following themes, in descending order of frequency: “preschool ESD”, “preschool green education”, “preschool environment education”, and “preschool environmental protection education”, and the three common content types were “educational strategies discussion”, “practical experience introduction”, and “concept and theory introduction”. Finally, the research type was mainly in the form of academic papers, with most of the research conducted in kindergartens. Ovaj rad bavi se istraživanjem trendova odgoja za održivi razvoj u predskolskom obrazovanju u Kini (CPESD), razumijevanjem trenda razvoja, nacina razvoja i uocavanjem zapostavljenih podrucja, također nastojeci ponuditi daljnji smjer u istraživanjima. Za ostvarenje ciljeva istraživanja prikupljena su 163 rada vezana uz CPESD od 1992. do lipnja 2017., ukljucujuci 149 znanstvenih radova i 14 disertacija. Analizi se pristupilo iz cetiri aspekta istraživanja: razdoblje, metoda, sadržaj i tip istraživanja. Analiza je pokazala da su od 1992. do 2017. CPEDS istraživanja bila rijetka, uglavnom skromna, a odnedavno je primijecen nagli rast. U spomenutom razdoblju CPESD istraživanja bila su uglavnom vezana uz literaturu, zatim kombinirane metode istraživanja, kvantitativna i kvalitativna istraživanja, bez znanstvenog i sustavnog istraživanja literature. Analiza sadržaja otkrila je sljedece teme u silaznom redoslijedu ucestalosti: „predskolski odgoj I obrazovanje za održivi razvoj“, „predskolski zeleni odgoj“, „predskolski odgoj za okolis“, „predskolsko obrazovanje za zastitu okolisa“. A tri zajednicka sadržaja su „rasprave o obrazovnim strategijama“, „uvod u prakticno iskustvo“, i „uvod u koncept i teoriju“. Istraživanja su uglavnom provedena u vrticima i imaju oblik znanstvenih radova.