Xu hướng nghiên cứu về kỹ năng giao tiếp của trẻ mẫu giáo trong hoạt động vui chơi

Tóm tắt

Communication skills represent a foundational domain in the development of children aged 5-6, particularly within play activities - a context where children employ language, social interaction, imitation, and joint attention. Despite the growing interest in this topic, the comprehensive landscape of its knowledge structure and developmental trends has yet to be fully systematized. This study employs bibliometric analysis using Scopus data to identify publication trends, prominent contributing countries, and key thematic clusters in research regarding the communication skills of 5-6-year-olds during play. The results indicate a significant increase in publication volumes since 2006, reaching a peak in 2024. The United States leads in both total publications and the number of corresponding authors. Keyword co-occurrence analysis reveals prominent thematic axes, including autism, social communication, joint attention, play, language, imitation, intervention, and preschool education. Notably, joint attention serves as a central bridging concept among these clusters. Play activities serve not only as an educational context but also as a central analytical framework for approaching communication development in children aged 5-6. Nevertheless, the research field currently leans heavily toward children with autism spectrum disorder (ASD), while studies on typically developing preschoolers remain limited. These findings provide an academic foundation, inform policy orientation, and facilitate designing preschool curricula through a communication-centered approach.