In recent years the notion of teachers as researchers in their own educational settings has become more prominent and encouraged in research literature. In the context of early childhood education (ECE), the participatory role of teachers is especially suited given its multidisciplinary and practice-based research space. This paper explores this premise and presents a scoping review of ECE studies which have employed a Design-based research (DBR) methodology. The review revealed DBR to be a very recent evolution of participatory methodologies with 25 international studies identified from 2013 to 2023, with differing notions and levels of participation within their phase design and overlapping focus areas and outputs. Implications are discussed in relation to the nature of participants’ roles in DBR, and the emergence of DBR as an apt model of research-informed professional learning for early childhood educators.

近年来，教师在自己的教育环境中作为研究人员的概念在研究文献中变得更加突出和受到鼓励。在幼儿教育 （ECE） 的背景下，教师的参与性角色特别适合，因为它具有多学科和基于实践的研究空间。本文探讨了这一前提，并对采用基于设计的研究 （DBR） 方法的 ECE 研究进行了范围综述。审查显示，DBR 是参与式方法的最新演变，从 2013 年到 2023 年确定了 25 项国际研究，在其阶段设计中具有不同的概念和参与水平，并且重点领域和产出重叠。讨论了与参与者在 DBR 中的角色性质有关的意义，以及 DBR 作为幼儿教育工作者以研究为基础的专业学习的合适模式的出现。