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Education & Language - Learning & Instruction | Early Childhood Education Journal - incl. option to publish open access (Societies)

Early Childhood Education Journal

Early Childhood Education Journal

Editor-in-Chief: Mary Renck Jalongo

ISSN: 1082-3301 (print version)
ISSN: 1573-1707 (electronic version)

Journal no. 10643

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Invitation to Submit

Educators and professionals across the disciplines realize that the early years are formative; what happens during early childhood has profound consequences not only for their lives as adults but also for society at large. Despite this fundamental agreement, important questions about how best to support the development of young children and debates about effective practices in the care and education of the very young persist.
Among these questions are: What practices, programs, and policies reflect the best research evidence available? How might insights from professionals committed to young children in various fields (e.g., health, sociology, psychology) be used to improve the quality of early childhood programs? What exemplary practices and programs exist throughout the world and what contributions can they make to improving early childhood education in various countries, cultures, and contexts? How can technology be used to enhance the quality of instruction for young children and teachers? What are the time-honored traditions of early childhood education and how are they relevant today for work with children from infancy to eight years of age? How can theory and research that studies the development of young children, infancy through eight years, be made more accessible to preservice teachers, inservice teachers, and their college-level instructors?
Early Childhood Education Journal is a scholarly forum for discussion of the many different forces that shape early childhood education today.

We seek to publish: 

  • Reports of exemplary practices in the care, development, and education of young children and their families from nations throughout the world.
  • Guest editorials that address trends, issues, controversies and personal/professional experience in ways that challenge commonly-held misconceptions.
  • Practical articles that focus on different areas of the curriculum, are rooted in theory and research, and that reflect a commitment to diverse children and families.
  • Original research, both qualitative and quantitative, that is well conceptualized, has a strong theoretical base, and examines its practical significance for the international community of early childhood educators.
  • Thought-provoking discussions of early childhood philosophy, curriculum, instruction, and assessment, both historical and contemporary.
  • Descriptions of projects that represent models of collaboration between and among basic education, higher education, and professionals with different areas of specialization or academic fields.
  • Articles that focus on the challenges of effective teacher preparation as well as the ongoing professional development for experienced early childhood educators.

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For authors and editors

  • Aims and Scope

    Aims and Scope


    Educational programs serving very young children have become increasingly complex, diverse, and comprehensive. Early Childhood Education Journal is a professional publication for early childhood practitioners, such as classroom teachers, child care providers, and teacher educators, all of whom are dedicated to the education and care of young children, ages birth through eight. The journal publishes peer-reviewed articles covering curriculum, child care programs, administration, staff development, family-school relationships, equity issues, multicultural units, health nutrition, facilities, special needs, employer-sponsored care, infant/toddler programs, child development, advocacy, and more. Articles analyze issues, trends, policies, and practices, as well as offering well-documented points-of-view and practical recommendations.

    Areas of Emphasis:

    International studies;
    Educational programs in diverse settings;
    Projects demonstrating inter-professional collaboration;
    Qualitative and quantitative research and case studies;
    Theory, research, and practice relating to professional development;
    Family support and community action programs.

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  • Instructions for Authors

    Instructions for Authors


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    Length of Paper


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  • Copyright Information

    Copyright Information


    Copyright Information

    For Authors

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