The Journal of Early Education and Development (EE&D) is a multidisciplinary professional journal that focuses on exploring the close connection between early education and child development for children aged 3 to 8. This magazine has a broad international perspective and aims to provide solid scientific information for practice and policy-making in the field of children's education by publishing high-quality research results.EE&D has a strong publishing background. It is not only an important communication platform for early education and child development research, but also serves as a bridge between school district early education projects, day care systems, and special needs preschool education projects. The content of the magazine covers education and development research on normal children, children at risk, and children with special needs, including preschool and day care programs, remedial programs, teaching and development technologies, school district and community policies, kindergarten screening, evaluation equipment and methods, the roles and abilities of parents and staff, social and physical environments, and many other aspects.
早期教育与发展(Early Education And Development)是一本由Taylor & Francis出版的一本Multiple学术刊物，主要报道Multiple相关领域研究成果与实践。本刊已入选、社会科学引文索引（SCIE）来源期刊，该刊创刊于1990年，出版周期8 issues/year。2021-2022年最新版WOS分区等级：Q1，2023年发布的影响因子为2.1，CiteScore指数5.5，SJR指数1.252。本刊非开放获取期刊。 《早期教育与发展杂志》（EE&D）是一份多学科的专业期刊，专注于探讨3至8岁儿童早期教育与儿童发展之间的紧密联系。该杂志具有广泛的国际视野，旨在通过发布高质量的研究成果，为儿童教育领域的实践和政策制定提供坚实的科学信息。 EE&D的出版背景深厚，它不仅是早期教育和儿童发展研究界的重要交流平台，还充当了学区早期教育项目、日托系统和特殊需求学前教育项目之间的桥梁。杂志的内容涵盖了正常儿童、有风险儿童和有特殊需要的儿童的教育与发展研究，包括学前和日托计划、补救计划、教学和发展技术、学区和社区政策、幼儿园筛选、评估设备和方法、父母和工作人员的角色与能力、社会和物理环境等多个方面。
Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1539557
Power of Two: The Impact of 2 Years of High Quality Teacher Child Interactions
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1535153
Bridging a Cultural Divide Between Play and Learning: Parental Ethnotheories of Young Children’s Play and Their Instantiation in Contemporary China
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1514846
Relations of Early Childhood Education Teachers’ Depressive Symptoms, Job-Related Stress, and Professional Motivation to Beliefs About Children and Teaching Practices
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1539822
Reciprocal Associations Between Inhibitory Control and Early Academic Skills: Evidence From a Nationally Representative Sample of Head Start Children
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1572382
Implementation of Bug-in-Ear Coaching by Community-Based Professional Development Providers
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1545500
Approaches to Collaboration: Experiences of the Early Head Start-Child Care Partnerships
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1656319
Gender Differences in Social Mastery Motivation and Its Relationships to Vocabulary Knowledge, Behavioral Self-Regulation, and Socioemotional Skills
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1544004
Early Education Essentials: Validation of Surveys Measuring Early Education Organizational Conditions
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1556969
How Do Low-Income Chilean Parents Support Their Preschoolers’ Writing and Math Skills in a Grocery Game?
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1540250
Child Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity Setting
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1591046
Reliability and Validity of the Preschool Science Observation Measure
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1544814
How to Support Toddlers’ Autonomy: Socialization Practices Reported by Parents
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1548811
Do Stability of Care and Teacher–Child Interaction Quality Predict Child Outcomes in Early Head Start?
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1546096
Coordination between Head Start and Elementary Schools to Enhance Children’s Kindergarten Success
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1656318
Psychometric Properties of the ECERS-R Among an Epidemiological Sample of Preschools
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1554388
Pathways to Quality: From Internal Program Supports to Early Educators’ Practice
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1584502
Reasoning as a Pedagogical Strategy in Infant-Addressed Talk in Early Childhood Education Centres: Relationships with Educators’ Qualifications and Communicative Function
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1607449
Shyness and Socioemotional Functioning in Young Chinese Children: The Moderating Role of Receptive Vocabulary
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1572481
The Relation Between Executive Functions, Fine Motor Skills, and Basic Numerical Skills and Their Relevance for Later Mathematics Achievement
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1539556
Preschool Children’s Prosocial Responsiveness to Their Siblings’ Needs in Naturalistic Interactions: A Longitudinal Study
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1599095
Teachers’ Beliefs Regarding Subtypes of Socially Withdrawn and Aggressive Behaviors on the Playground Across the Early School Years
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1544808
Implementation Lessons from Six Early Head Start - Child Care Partnerships
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1656320
Caregiver’s Mind-Mindedness in Early Center-based Childcare
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1593076
A Longitudinal Investigation of Siblings’ and Friends’ Features of Connectedness and Interaction Quality During Play
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1597589
Teacher–Student Conflict and Preschoolers’ Adjustment in the Transition to Primary School: The Role of Child Self-Regulation and Parents’ Positive Relations With Others
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1535227
Pathways to Parental Engagement: Contributions of Parents, Teachers, and Schools in Cultural Context
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1526577
The Synergy of Teacher-Child Dependency and Temperament for Children’s Early Language Skills
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1572383
Is It DAP? American Preschool Teachers’ Views on the Developmental Appropriateness of a Preschool Math Lesson from China
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1599094
Exploring Social Competence as a Mediator of Head Start’s Impact on Children’s Early Math Skills: Evidence from the Head Start Impact Study
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1576156
Implementation of an Early Care and Education Partnership: Perspectives of Diverse Stakeholders
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1653731
Understanding the Distinctive Differences between Relationally and Physically Aggressive Behaviours Used in Early Childhood Contexts
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1603579
Why Collaboration is Important Now and Opportunities for Future Research
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1662689
Links Between Coping Strategies and Depressive Symptoms Among Girls and Boys During the Transition to Primary School
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1544811
Prekindergarten Interactive Book Reading Quality and Children’s Language and Literacy Development: Classroom Organization as a Moderator
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1514845
Comparing Effects of Instruction on Word Meaning and Word Form on Early Literacy Abilities in Kindergarten
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1547563
Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1544812
Characteristics of Early Care and Education Collaboration Associated with Success
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1653732
Contributions of Teacher–Child Interaction Quality to Chinese Children’s Development in the Early Childhood Years
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1544809
The Roles of Hong Kong Preservice Early Childhood Teachers’ Creativity and Zest in Their Self-efficacy in Creating Child-centered Learning Environments
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1586224
Associations between Fine Motor and Mathematics Instruction and Kindergarten Mathematics Achievement
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1579612
Relations between Risk for Sleep-Disordered Breathing, Cognitive and Executive Functioning, and Academic Performance in Six-Year-Olds
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1593075
The Validity of Narratives for Understanding Children’s Perceptions of the Teacher–Child Relationship for Preschoolers Who Display Elevated Disruptive Behaviors
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1556547
Understanding the Gaps Between Turkish Teachers’ Beliefs and Practices for Dealing With Preschoolers’ Peer Relationship Problems
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1573713
Short Danish Version of the Tools for Early Assessment in Math (TEAM) for 3–6-Year-Olds
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1544810
Introduction to the Special Issue on Early Care and Education Collaboration
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1658050
Teachers’ Competence Profiles and Their Relation to Language Development in Chilean Children at 12 and 30 Months
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1597580
Native Mexican Parents’ Beliefs About Children’s Literacy and Language Development: A Mixed-Methods Study
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2018.1542889
Self-Report QRIS: Challenges with Validation
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1591045
Chinese Preschoolers’ Mental Number Line and Mental Number Distance: Valid Characteristics Using Dirichlet Process Gaussian Mixture Model
来源期刊：Early Education and DevelopmentDOI：10.1080/10409289.2019.1580554
