The role of domain-specific content knowledge is discussed controversially for the early childhood context. Therefore, this review aims at untangling the research on domain-specific content knowledge for early childhood educators by systematically reviewing the conceptual and operational definition of and results on early childhood educators’ content knowledge in different domains. Using the scientific databases ERIC, PsycInfo and Web of Sciences, we identified 36 studies on early childhood educators’ domain-specific content knowledge. By comparing these studies, we found that conceptualizations of early childhood educators’ content knowledge move on a continuum between a scientific related perspective and a practice related perspective. The scientific related perspective defines content knowledge as the knowledge of key concepts, facts and rules of the domain integrating knowledge taught in primary, secondary or upper secondary school. The practice related perspective includes knowledge of key concepts, facts and rules of the domain limited to the knowledge explicitly relevant for teaching in early childhood education as well as selected domain-specific knowledge of children and teaching. Our review shows that the results and implications drawn by the study authors depend on how these authors conceptualize early childhood educators’ content knowledge on this continuum. Further research, therefore, needs to consider carefully how early childhood educators’ content knowledge is conceptualized. The paper further discusses gaps in this research field, such as validating methods for measuring early childhood educators’ content knowledge or implementing more rigorous experimental designs to examine effects of early childhood educators’ content knowledge.

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幼儿教育者特定领域内容知识的概念化和测量：系统评价

特定领域内容知识在幼儿环境中的作用存在争议。因此，本综述旨在通过系统地回顾幼儿教育工作者在不同领域内容知识的概念和操作定义以及结果，理清幼儿教育工作者特定领域内容知识的研究。使用科学数据库 ERIC、PsycInfo 和 Web of Sciences，我们确定了 36 项关于幼儿教育者特定领域内容知识的研究。通过比较这些研究，我们发现幼儿教育者内容知识的概念化在科学相关视角和实践相关视角之间连续不断。在科学相关的观点将内容知识定义为整合小学、中学或高中教授的知识的领域的关键概念、事实和规则的知识。在实践中相关观点包括该领域的关键概念、事实和规则的知识，仅限于与幼儿教育教学明确相关的知识，以及选定的特定领域的儿童和教学知识。我们的审查表明，研究作者得出的结果和影响取决于这些作者如何将幼儿教育者的内容知识概念化为这个连续体。因此，进一步的研究需要仔细考虑幼儿教育者的内容知识是如何概念化的。本文进一步讨论了该研究领域的差距，例如验证衡量幼儿教育者内容知识的方法或实施更严格的实验设计以检查幼儿教育者内容知识的影响。