Early Childhood Education

Dear Colleagues,

The field of early childhood education has made strides over the last few decades in terms of what we know contributes to positive outcomes for young children. The evidence base regarding investment in early childhood interventions continues to grow. These investments tend to focus on evidence-based programs, which is positive. However, riskier, more innovative ideas that hold significant promise to move the field forward must also be considered. The aim of this Special Issue is to highlight these visionary ideas from emerging scholars about how the early childhood field can move forward towards improving pathways for young children. Topics will include research that cuts across early childhood development topics and education that focus on longstanding areas of research (e.g., literacy, executive function, social emotional development, etc.) and/or emerging areas of research (e.g., immigration, gender identity, technology). The editors are contacting established scholars to identify emerging scholars; however, others can submit independently. Please send a structured abstract to any of the editors: Douglas H. Clements (Douglas.Clements@du.edu), Julie Sarama (Julie.Sarama@du.edu), Holland Banse (hwb5pg@virginia.edu), Crystal A. Day Hess (Crystal.Day-Hess@du.edu), Carrie Germeroth (Carrie.Germeroth@du.edu), or Candace Joswick (candacejoswick@gmail.com) or the Editorial Office (education@mdpi.com).

References:

Mosteller, F., Nave, B., & Miech, E. J. (2004). Why we need a structured abstract in education research. Educational Researcher, 29–34. 

Prof. Dr. Douglas H. Clements Clements
Prof. Dr. Julie Sarama
Dr. Holland Banse
Dr. Crystal A. Day Hess
Dr. Carrie Germeroth
Dr. Candace Joswick
Guest Editors

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 papers will be 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 double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. 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.