Optimizing Evidence-Based Interventions for Enhancing Development in Early Childhood
A Special Issue of Children (ISSN 2227-9067) belonging to the section "Pediatric Mental Health".
Deadline for manuscript submissions: 10 October 2026 | Viewed by 5043
Editor
Interests: early childhood; early literacy; school psychology and school psychology training issues; school-based mental health; educator wellness
Special Issue Information
Dear Colleagues,
Knowledge of child development is critical for professionals working with young children, as rapid developmental changes occur during these early years. In addition, there is a wide variability in what is considered ‘typical development’, making the determination of which skills and behaviors are actually challenged or delayed and require additional attention, support, and/or intervention difficult. Furthermore, findings from research with young children in households considered to be of low socioeconomic status (SES), and/or with an identified disability, and/or from a culturally and/or linguistically diverse (CLD) background have shown that these children have an increased likelihood of demonstrating future academic difficulties and experiencing one or more Adverse Childhood Experiences (ACES), have more limited access to important services and resources, and experience more significant disciplinary practices. As research has found that at least some behavioral, developmental, and mental health difficulties first appear during early childhood, and early difficulties and delays are relatively stable and persistent into both the short- and long-term, identifying children either at-risk for or who currently demonstrate developmental difficulties or delay(s) is important.
A growing body of literature demonstrates the efficacy of early intervention in addressing developmental challenges and promoting healthy development across domains. Such efficacy findings are often reflected in both federal legislation and state laws and practices. This Special Issue emphasizes evidence-based interventions during early childhood, specifically between birth and 8 years old. Papers examining, but not limited to, the following issues are invited: (a) identifying and implementing evidence-based interventions for specific behavioral challenges or to promote a specific behavior(s) or skill(s); (b) involving parents within the intervention process; (c) identifying and working with children and family populations shown to be at higher risk for developmental and educational challenges, such as socioeconomic status (SES), disability status, or with culturally and linguistically diverse (CLD) backgrounds; (d) innovative assessment and intervention practices to address new and elevated needs following the COVID-19 pandemic; (e) providing professional development or training early childhood educators in the areas of assessment and intervention of children experiencing difficulties; and (f) implementation considerations for evidence-based interventions involving young children.
Dr. Stephanie L. Schmitz
Guest Editor
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- early childhood
- evidence-based interventions
- early childhood development
- early intervention
- early childhood educators
- early childhood and families
- diverse populations
- early childhood and innovative practices
Benefits of Publishing in a Special Issue
- Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
- Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
- Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
- External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
- Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.
Further information on MDPI's Special Issue policies can be found here.
