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Journal of Early Childhood Research

Journal of Early Childhood Research


eISSN: 17412927 | ISSN: 1476718X | Current volume: 22 | Current issue: 1 Frequency: Quarterly

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The Journal of Early Childhood Research provides an international forum for the dissemination of early childhood research which transcends disciplinary boundaries and applies theory and research within academic and professional communities. The journal reflects international growth in research on young children’s learning and development and the impact of this on provision. The journal enjoys a wide readership which includes policy-makers, practitioners and researchers in the intersecting fields of early childhood education and care, with early childhood defined as the years from birth to eight.

The Journal of Early Childhood Research publishes original, high-quality, international early childhood research which is at the forefront of current theory and practice. Original studies which push methodological boundaries and generate new knowledge to enhance the lives of young children, their families and educators, is a key feature of this journal. We particularly welcome in-depth, and original qualitative studies which offer new insights into young children and the issues that affect them.

The Journal of Early Childhood Research is interdisciplinary in scope, being true to the tradition that educational studies (and hence early childhood education studies) has traditionally drawn from many different disciplines. The journal welcomes papers from the fields of the arts, education, health, law, social work, therapy, sociology, history, and the arts, and from non-traditional as well as established territories of early childhood education.

This journal is a member of the Committee on Publication Ethics (COPE)

A major resource…

The Journal of Early Childhood Research provides an international forum for the dissemination of early childhood research which transcends disciplinary boundaries and applies theory and research within academic and professional communities. The journal reflects international growth in research on young children’s learning and development and the impact of this on provision. The journal enjoys a wide readership which includes policy-makers, practitioners and researchers in the intersecting fields of early childhood education and care, with early childhood defined as the years from birth to eight.

Leading International Early Childhood Research...

The Journal of Early Childhood Research promotes high-quality, boundary pushing, international early childhood research which leads the field and is at the forefront of theory and practice. The Journal publishes original research, empirical and theoretical, that generates new knowledge to enhance the lives of young children, their families and educators. The journal aims to:

  • Contribute to the expanding knowledge base across the disciplines of childhood.
  • Expose and stimulate debate on current research issues in the field: theoretical, empirical, methodological and ethical.
  • Encourage the consideration of the implications and applications of research findings for the improvement of provision for young children and their families.
  • Highlight new thinking in key areas of theory, research design and methodology and evidence-based practice, in the fields of early education, social work, sociology, psychology, philosophy child health, and teaching,

The Journal of Early Childhood Research is interdisciplinary in scope and draws upon a number of related fields in early childhood. The Journal welcomes papers which report original studies which report studies which are breaking new ground in the field. Whilst all forms of research design are considered, of particular interest are qualitative, creative and boundary pushing studies which offer new insights into the lives and learning of young children and their families and which lead the field in terms of findings and research design.

The Journal particularly invites submission of innovative and original qualitative studies focusing on play, curriculum, assessment, children’s rights, inclusion and equity. The Journal of Early Childhood Research also invites papers with an innovative focus on methodological and ethical issues in relation to research with young children. As an international journal papers from all parts of the globe – which address the international issues affecting young children - including collaborative and comparative transnational studies - are also welcome.

Editor-in-Chief
Professor Cathy Nutbrown University of Sheffield, UK
Editors
Professor Peter Clough University of Brighton, UK
Professor Paul Connolly Lancaster University, UK
Associate Professor Rebecca New University of North Carolina at Chapel Hill, USA
Assistant Editors
Nathan Archer University of Leeds, UK
Lorna Arnott University of Strathclyde, UK
Liz Chesworth University of Sheffield, UK
Susan Edwards Australian Catholic University, Australia
Helen Hedges The University of Auckland, New Zealand
Jackie Musgrave Open University, UK
International Advisory Committee
Carol Aubrey University of Warwick, UK
R D Bedford University of Waikato, New Zealand
John Bennett OECD Education & Training Division, Paris, France
Sarah-Jane Blakemore University College of London, UK
Marianne Bloch Curriculum and Instruction, University of Wisconsin - Madison, USA
Elizabeth Blue Swadener Arizona State University, USA
Stig Bostrom Aarhus University, Denmark
Barbara T Bowman Erikson Institute, Chicago, USA
Pat Broadhead Leeds Metropolitan University, UK
Doris Cheng Pui-Wah The Hong Kong Institute of Education, Hong Kong
Richard Clifford University of North Carolina, USA
Penny Curtis University of Sheffield, UK
Tricia David Canterbury Christ Church University, UK
Molly De Lemos Australian Council for Educational Research, Australia
Hasina Ebrahim University of Free State, South Africa
Morwenna Griffiths The University of Edinburgh, UK
József Nagy University of Szeged, Hungary
Lilian Katz University of Illinois, USA
Paul Lynch University of Glasgow, Scotland
Sarah Miller Queen's University Belfast, UK
Soula Mitakidou Aristotle University of Thessaloniki, Greece
Susanna Montovani University of Milan, Italy
Peter Moss Institute of Education, University of London, UK
Anbanithi Muthukrishna University of KwaZulu-Natal, South Africa
Nigel Parton University of Huddersfield, UK
Alan Pence University of Victoria, Canada
Bridie Raban University of Melbourne, Australia
Sylvie Rayna Institut National de Recherche Pedagogique, France
Stuart Reifel University of Texas, USA
Sharon Ryan Rutgers University, New Jersey, USA
Elly Singer University of Utrecht, Netherlands
Richard Smith University of Durham, UK
Nick Spencer University of Warwick, UK
Wolfgang Tietze Freie Universit&aumlt Berlin, Germany
Celia Valiente Universidad Carlos III de Madrid, Spain
Diny van der Aalsvoort Leiden University, Netherlands
Teresa Maria Vasconcelos Lisbon Polytechnic Institute, Portugal
Karen Winter Queen's University Belfast, UK
Elizabeth Wood University of Sheffield, UK
Martin Woodhead Learning School of Education, The Open University, UK
Leonardo Yanez The Bernard van Leer Foundation, Netherlands
Pan Yuejuan Beijing Normal University, China
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