The aim of this study is to examine the thematic structure and research trends of studies on psychological resilience in early childhood through a bibliometric approach. For this purpose, studies indexed in the Web of Science (WoS) Core Collection database were analyzed based on keyword co-occurrence analysis. In line with the inclusion criteria, a total of 58 articles were included in the analysis. A bibliometric science mapping approach was adopted, and VOSviewer software was used during the analysis process. The findings reveal that research on psychological resilience in early childhood is structured around five main thematic clusters. These clusters were identified as adverse childhood experiences and protective factors, resilience–stress–trauma processes, adolescence and psychological outcomes, mental health and social support systems, and child-focused studies. The network structure indicates that the concept of “resilience” occupies a central position in the field and is strongly connected to both risk factors and protective mechanisms. Temporal analysis findings suggest that earlier studies predominantly focused on risk and trauma, whereas more recent research has increasingly emphasized mental health, social support, and positive developmental experiences. The density analysis further demonstrates that resilience serves as the primary focal point in the literature, around which various thematic domains are organized. In conclusion, research on psychological resilience in early childhood has evolved toward a more comprehensive and developmentally oriented perspective over time. Accordingly, future studies are recommended to place greater emphasis on protective factors and intervention-based approaches.

The aim of this study is to examine the Thinking Education Course Curriculum for Secondary Education (TECC) within the framework of Matthew Lipman’s multidimensional thinking approach. The study examines the extent to which the learning outcomes and their explanations in TECC reflect the dimensions of critical, creative, and caring thinking. Directed content analysis, a qualitative research method, was used in the study, and the data were obtained through document analysis. The study’s data source is TECC, which was developed in Turkey by the Board of Education and Discipline of the Ministry of National Education. In the coding process, Lipman’s multidimensional thinking approach was taken as the basis, and keywords related to the dimensions of critical, creative, and caring thinking were identified. The findings reveal that critical thinking is clearly represented in TECC through reasoning, argument evaluation, fallacy detection, inference-making, analysis, evaluation, and self-criticism processes, and, in this respect, it strongly overlaps with the critical thinking dimension in Lipman’s multidimensional thinking approach. Creative thinking was mostly associated with concept generation, product/text creation, and the evaluation of its importance in problem-solving. Caring thinking was represented through the relationship between thinking and morality, as well as the importance of moral values in decision-making. In line with these findings, it is recommended that the dimensions of creative and caring thinking be addressed more visibly and in a more balanced way in curriculum development studies.