Mapping the divides; bridging the gaps: A bibliometric-systematic review and an integrative framework for multicultural early childhood education

Abstract

The growing global diversification of early childhood education (ECE) settings necessitates pedagogical approaches that are both responsive to and affirming of diverse learner needs. However, the expansion of related literature risks fragmentation, obscuring structural divides, including persistent policy–practice gaps and global knowledge inequities. To date, bibliometric methods have not been applied to systematically diagnose these issues or propose a resolution framework. This study addresses this gap via a bibliometric–systematic review conducted in accordance with PRISMA guidelines. A total of 203 documents (1991–2025) from the Scopus database were analysed using performance analysis and science mapping to delineate the field’s intellectual, conceptual, and social dimensions. Research findings indicated that multicultural ECE research is grounded in three core pillars—developmental psychology, pedagogical practice, and educational policy—but is constrained by a persistent disconnect between policy- and practice-oriented research. The study also provides quantitative evidence of a pronounced core–periphery structure in knowledge production, dominated by North American and European institutions, and identifies strategic gaps in research on educational technology and culturally responsive assessment. Based on these findings, this study’s principal contribution is the development of the Integrative Framework for Multicultural ECE Research (IFMER). The model reconceptualises technology and assessment not as deficits but as strategic bridging mechanisms that link policy and practice, integrate developmental theory into pedagogy, and promote more equitable global research collaboration. The IFMER provides a strategic roadmap for advancing a more coherent, equitable, and impactful research agenda.