Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.Areas of Emphasis:International studies;Educational programs in diverse settings;Early learning across multiple domains;Projects demonstrating inter-professional collaboration;Qualitative and quantitative research and case studies;Best practices in early childhood teacher education;Theory, research, and practice relating to professional development;Family, school, and community relationships;Investigations related to curriculum and instruction;Articles that link theory and best practices;Reviews of research with well-articulated connections to the field
早期儿童教育杂志是一个专业出版物的原始同行评议的文章，反映了在当代早期儿童教育领域的典范做法。文章涵盖了从出生到8岁儿童的社会、身体、情感和智力发展，从教育的角度分析了问题、趋势和实践。该杂志发表的专题文章巧妙地融合了1）理论、研究和实践，2）世界各地优秀幼儿项目的描述，3）定量、定性和混合方法研究。《幼儿教育杂志》不仅对课堂教师、儿童保育人员、学院和大学教师以及管理人员感兴趣，而且对致力于幼儿保育的心理学、卫生保健、家庭关系和社会服务的其他专业人员也感兴趣。不同环境中的教育方案;跨多个领域的早期学习;展示跨专业协作的项目;定性和定量研究及案例研究;幼儿教师教育的最佳做法;与专业发展相关的理论、研究和实践;家庭、学校和社区关系;与课程和教学有关的调查;将理论与最佳实践联系起来的文章;与该领域有明确联系的研究综述
Integrating STEM into Preschool Education; Designing a Professional Development Model in Diverse Settings
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0912-Z
Early Reading Skills in English as a Foreign Language Via ICT in Greece: Early Childhood Student Teachers’ Perceptions
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00950-8
Do Parents Prefer Digital Play? Examination of Parental Preferences and Beliefs in Four Nations
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0901-2
The development of interaction skills in preservice teacher education: A mixed-methods study of Dutch pre-service teachers
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00927-7
Preschool Teachers’ Conceptualizations and Uses of Play Across Eight Countries
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0910-1
Guidelines for Selecting Professional Development for Early Childhood Teachers
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00942-8
Writing in First Grade: The Quantity and Quality of Practices in Norwegian Classrooms
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0908-8
Changing Through Relationships and Reflection: An Exploratory Investigation of Pre-service Teachers’ Perceptions of Young Children Experiencing Homelessness
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0921-Y
Preschool Student–Teacher Relationships and Teaching Stress
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0920-Z
Quality Interactions in Early Childhood Education and Care Center Outdoor Environments
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0913-Y
Kindergarten Then and Now: Perceptions of Ten Long Term Teachers
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00949-1
Infants’ Experiences of Shared Reading with Their Educators in Early Childhood Education and Care Centres: An Observational Study
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00948-2
Does Theory Translate into Practice? An Observational Study of Current Mathematics Pedagogies in Play-Based Kindergarten
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-00925-1
Parents’ Use of Mobile Documentation in a Reggio Emilia-Inspired School
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00945-5
Playing, Talking, Co-constructing: Exemplary Teaching for Young Dual Language Learners Across Program Types
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0903-0
Early Childhood Student–Teacher Relationships: What is the Role of Classroom Climate for Children Who are Disadvantaged?
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00931-X
Early Childhood Teachers’ Views and Teaching Practices in Outdoor Play with Young Children in Singapore
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-00924-2
The Qualities of Teacher–Child Relationships and Self-Regulation of Children at Risk in the United States and Turkey: The Moderating Role of Gender
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0893-Y
Edges and Boundaries: Finding Community and Innovation as an Early Childhood Educator
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0904-Z
Follow-Up Study Investigating the Effects of a Physically Active Academic Intervention
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00968-Y
Impact of Homelessness on School Readiness Skills and Early Academic Achievement: A Systematic Review of the Literature
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0918-6
Implementing Unplugged Coding Activities in Early Childhood Classrooms
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00967-Z
Visual Environmental Scale: Analysing the Early Childhood Education Environment
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0914-X
Training Interaction Skills of Pre-service ECEC Teachers: Moving from in-Service to Pre-service Professional Development
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00928-6
Quality of Interactions by Early Childhood Educators Following a Language-Specific Professional Learning Program
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00929-5
Comparing Self-Reported and Performance-Based Online Feedback on Early Childhood Teachers’ Implementation of Language Strategies
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00934-8
Comparing Parents’ and Teachers’ Rank-Ordered Importance of Early School Readiness Characteristics
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00938-4
Classifying Home-Based Child Care Providers: Validating a Typology of Providers’ Beliefs and Self-Reported Practices
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00926-8
Supporting Social Development in Young Children with Disabilities: Building a Practitioner’s Toolkit
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00930-Y
Coaching Quality in Pre-kindergarten Classrooms: Perspectives from a Statewide Study
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0899-5
Children’s Emotions in Educational Settings: Teacher Perceptions from Australia, China, Finland, Japan and Spain
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00944-6
Translation Apps: Increasing Communication with Dual Language Learners
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00935-7
Project-Based Inquiry (PBI) Global in Kindergarten Classroom: Inquiring About the World
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00946-4
Move Together, Communicate Together: Supporting Preschoolers’ Communication Skills Through Physical Activities
来源期刊：Early Childhood Education JournalDOI：10.1007/s10643-019-00957-1
Practical Strategies to Promote Reflective Practice When Working with Young Children with and At-Risk for Disabilities
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00932-W
Early Childhood Education Curriculum Choice: Assessing the Interplay between Prior Beliefs and Evidence-Based Information
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00940-W
Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study
来源期刊：Early Childhood Education JournalDOI：10.1007/s10643-019-00956-2
Preschoolers’ Emergent Motivations to Learn Reading: A Grounded Theory Study
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00939-3
Intersections of Race and Bullying in Children’s Literature: Transitions, Racism, and Counternarratives
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00933-9
Exploring Adults’ Emotional Intelligence and Knowledge of Young Children’s Social-Emotional Competence: A Pilot Study
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-017-0887-1
Children from Marginalised Roma Communities at the School Gates: The Disconnect Between Majority Discourses and Minority Voices
来源期刊：Early Childhood Education JournalDOI：10.1007/s10643-019-00959-z
Precursor Models and Early Years Science Learning: A Case Study Related to the Water State Changes
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00937-5
Pre-service Teachers as Authors and Elementary School Students as Readers of Self-Published Picturebooks: A Formative Experiment
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00965-1
Developing Readers: Understanding Concept of Word in Text Development in Emergent Readers
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0902-1
Longitudinal and Geographic Trends in Family Engagement During the Pre-kindergarten to Kindergarten Transition
来源期刊：Early Childhood Education JournalDOI：10.1007/s10643-019-01008-5
Slow on the Draw: The Representation of Turtles, Terrapins and Tortoises in Children’s Literature
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00966-0
Imitation and Social Communication in Infants
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00943-7
Building Playgrounds for Children of All Abilities: Legal Requirements and Professional Recommendations
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00947-3
Correction to: Integrating STEM into Preschool Education; Designing a Professional Development Model in Diverse Settings
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0922-X
Putting a Focus on Social Emotional and Embodied Learning with the Visual Learning Analysis (VLA)
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00955-3
