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Education & Language | International Journal of Early Childhood - incl. option to publish open access (Editorial Board)

International Journal of Early Childhood

International Journal of Early Childhood

Journal of OMEP: l'Organisation Mondiale pour l'Education Prescolaire

Editor-in-Chief: Donna Berthelsen

ISSN: 0020-7187 (print version)
ISSN: 1878-4658 (electronic version)

Journal no. 13158

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Donna Berthelsen is a Professor of Education in the School of Early Childhood, Queensland University of Technology in Brisbane, Australia. Her academic qualifications span the disciplines of psychology and education. Her research addresses applied issues in children’s early learning in families, early childhood education programs, and school systems, through large scale and linked studies, using quantitative and qualitative methodologies. Current and recent research projects focus on children’s early home learning, moral development and children’s epistemic beliefs, inclusive education and the transition to school of children with developmental disabilities.

Editorial Board members:

Celia Genishi is Professor Emerita of Education at Teachers College, Columbia University. Her books include Children, Language, and Literacy: Diverse Learners in Diverse Times. Her research interests include childhood bilingualism; language use, play, and literacy in early childhood; and collaborative research with teachers. She is a recipient of an Advocate for Justice Award from the American Association of Colleges for Teacher Education.

Anne Greve, PhD, is Associate Professor of Early Childhood Education in the Faculty of Education and International Studies, Oslo and Akershus University College of Applied Sciences, Norway. Her research and professional work are directed towards toddlers' and young children's relations, friendships, play and learning. She is also interested in teacher’s profession, both from contemporary and historical perspectives.

Linda J Harrison, PhD, is Associate Professor of Early Childhood Education in the Faculty of Education, Charles Sturt University, Australia. Her research and professional work focus on young children's experiences of childcare/early education and their socio-emotional, cognitive and speech-language development. She has investigated multiple dimensions of quality in early years settings and the ways that provisions and practices in childcare, preschool and school influence children's health, learning, and well-being.

Anna Klerfelt is a Senior Lecturer in the Department of Education, University of Gothenburg, Sweden. Her research interests are directed toward interaction and communication, children’s digital story-making and issues about meaningful leisure. She is currently involved in an European research project detailing the main strategies for the integration of ICT into educational settings for young children.

Sirene Lim is a Senior Lecturer at the UniSIM College, SIM University in Singapore. Her doctoral research was a postcolonial ethnographic study of the peer culture and diversity of a group of 4-year-olds in a Singaporean child care centre. Currently, she is designing a full-time early childhood degree and her research includes researching with children, investigations into teaching and teacher learning vis-à-vis socio-cultural contexts, and “quality” early childhood education.

Cathy Mogharreban, Ph.D., is an Associate Professor in the Department of Curriculum and Instruction at Southern Illinois University, Carbondale and serves as the Coordinator for Early Childhood Programs. Her research interests are in teacher education and preparation, inclusive early childhood classrooms, moral development, and culturally responsive early childhood environments. Her current research project is an interdisciplinary longitudinal study of pre-service teachers’ constructions of becoming teachers. 

Stein Erik Ohna is professor in Special Education at the Department of Education and Sports Sciences at the University of Stavanger, Norway. He works within the MA in Special Education and PhD programs in Educational Sciences. His research concerns issues regarding inclusive education and a school for all. Within deaf education, he has conducted research and published on bilingual education in Norway and China.

Jane Page is a senior lecturer in the Melbourne Graduate School of Education at the University of Melbourne. She has worked in the early childhood field for fifteen years covering a range of roles both as a practitioner in early childhood services as well teaching in the University sector. She is currently Program Coordinator Master of Teaching (Early Childhood). Jane's research focuses on futures studies and early childhood education as well as on the topic of children's rights and citizenship. She has a particular interest in the application of human rights principles in early childhood settings.

E. Jayne White is a Senior Lecturer at The University of Waikato in Aotearoa New Zealand. Here she teaches early childhood education assessment, evaluation, pedagogy and philosophy in the Department of Professional Studies, Faculty of Education. Her background includes several years as an early childhood educator in the field, working across several diverse contexts, before her entry into teacher education. Her current research focus is infant and toddler pedagogy and social learning, taking a dialogic approach to her inquiry.

Susan Wright is a Professor of Education at the National Institute of Education, Nanyang Technological University, Singapore.  She is an arts educator involved in research that focuses on children’s learning using artistic symbol systems.  Current research projects focus on the influence of home and school on preschool children’s development, contexts of early primary education and children’s drawings-tellings of an idea primary school.

Editorial staff:

Katrina Meldrum works in the School of Early Childhood, Queensland University of Technology in Brisbane, Australia. Her academic qualifications span the disciplines of speech therapy and early childhood education. She has worked with early childhood populations as a speech therapist, educator and research officer. Most recently she has been a member of a team lead by Professor Donna Berthelsen researching the transition to school of children with developmental disabilities.

Veronica Romo is a teacher in Early Childhood Education and a Teacher of music. She holds a master in Educational Research and Phd in Psychology and education.  She work at Central University of Chile, OMEP Chile and Amnesty International, Chile.

Maureen O’Hagan has a Master of Science Degree (MSc) in Health Education and a Bachelor of Education Degree (BEd). She has led a number of research projects and written a number of text books on early years education. Also, she has written and edited numerous articles for early years magazines, journals and organisations in the UK. At present she is Vice President of OMEP UK and also serves a number of other UK Committees. Her present post is a distance learning Lecturer at London Metropolitan University on the Early Childhood Degree course.

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  • Aims and Scope

    Aims and Scope


    The International Journal of Early Childhood aims to bring the global early childhood community together and to facilitate the interchange of ideas and information. Its purpose is to contribute to an international and critical scientific debate about research and practice in the field of early childhood with an emphasis on children's rights and general position in society and their education all over the world.

    The editors invite theoretical and empirical articles addressing key issues in early childhood on diverse topics, from different disciplines and perspectives, and with various research methodologies, which will be of interest to researchers and practitioners internationally. The journal also welcomes essays and book reviews on diverse topics in the field of early childhood.

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