The purpose of Childhood Education, an official journal of the Association for Childhood Education International, is to capture and disseminate information about exciting and innovative models, programs, funding approaches, practices, policies, research, and other areas that are being explored and implemented to improve the education of children around the world. Childhood Education is published for a global audience working to create positive, sustainable futures for children and youth by seeking out and developing innovative solutions to education challenges.
Contemporary Issues in Early Childhood is a peer-reviewed international research journal. The journal provides a forum for researchers and professionals who are exploring new and alternative perspectives in their work with young children (from birth to eight years of age) and their families. CIEC aims to present opportunities for scholars to highlight the ways in which the boundaries of early childhood studies and practice are expanding, and for readers to participate in the discussion of emerging issues, contradictions and possibilities.
CIEC incorporates interdisciplinary, cutting edge work which may include the following areas: poststructuralist, postmodern and postcolonial approaches, queer theory, sociology of childhood, alternative viewpoints of child development, and deal with issues such as language and identity, the discourse of difference, new information technologies, stories and voices, curriculum, culture and pedagogy, or any combination of such ideas.
The Early Childhood Education Journal analyzes issues, trends, policies, and practices for early childhood education from birth through age eight. In addition, the journal offers well documented points of view and practical recommendations.
Peer reviewed articles cover 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.
The journal serves the needs of early childhood practitioners, including classroom teachers, child care providers, and teacher educators.
We are a private foundation focused on developing and sharing knowledge about what works in early childhood development. We provide financial support and expertise to partners in government, civil society and business to help test and scale effective services for young children and families.
Early Childhood Research Quarterly (ECRQ) publishes research on early childhood education and development from birth through 8 years of age. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice.
The journal also occasionally publishes practitioner and/or policy perspectives and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.
The International Journal of Early Childhood is the peer-reviewed journal of OMEP: l'Organisation Mondiale pour l'Education Préscolaire, whose membership numbers some 2,000 people in 70 countries around the globe.
The journal is an important voice about research on children, childhood and early childhood education across various social and cultural contexts and highly contributes to the international debate on early education. The coverage spans a range of topics such as multicultural issues, children’s learning and sustainable development, recent issues in early childhood education and care and curriculum questions. The journal places considerable emphasis on the child’s right to education and care.
International Journal of Early Childhood Special Education (INT-JECSE) is an online, open-access, scholarly, peer-reviewed journal offering scholarly articles on various issues of young children with special needs (0-8 age) and their families. The INT-JECSE publishes empirical research, literature reviews, theoretical articles, and book reviews in all aspects of Early Intervention (EI)/Early Childhood Special Education (ECSE).
International Journal of Early Years Education is a forum for researchers and practitioners to debate the theories, research, policy and practice which sustain effective early years education world-wide. It offers a comparative perspective on early years research and major new initiatives in the care and education of young children. Since its inception, the journal has carried reports and research articles which evaluate and highlight innovative practice throughout the international community.
The journal of International Research in Early Childhood Education (IRECE) is an electronic peer-reviewed journal designed to provide an international forum for scholarship and research within the field of early childhood education. Published in Melbourne Australia, it aims to provide a forum for debate in Asia, Latin America, the Middle East and Africa, as well as the regular sources of scholarship in both Western and Eastern Europe, New Zealand, and North America.
The Reading Teacher is a peer-reviewed journal published by the International Literacy Association as a service to educators interested in improving literacy instruction for children through age 12. It is intended as a forum for current theory, research, and practice in literacy education.
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