Teaching and Learning in Early Childhood Language and Literacy Education
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Language and Literacy Education".
Deadline for manuscript submissions: 31 March 2026 | Viewed by 371
Special Issue Editors
Interests: early intervention with language and literacy development; use of technology for intervention; progress monitoring; and engagement; professional development for early childhood professionals; community-based research; teacher education
Special Issue Information
Dear Colleagues,
For young children, literacy begins not in the classroom, but with their families and communities, and is a multi-modal, multi-sensory experience where meaning is made through touch, movement, sound, and interaction. And as these rich and varied experiences represent valid and meaningful forms of early literacy, they must be recognized, honored, and built upon by educators and policymakers alike. The early years are a critical period for building the language foundations that will become the pathways to formal literacy. Neuroscientific research affirms that neural pathways formed through early exposure to oral language, print, and storytelling become the building blocks for later reading, writing, and communication.
We know that children need to see themselves in books, but book challenges have had a chilling effect on classroom library collections. At the same time, data suggests that post-COVID levels of reading at home have declined with a subsequent increase in screen time. Many children are coming to school with less experience with print and more instructional needs. In addition, we must consider the role of socioemotional literacy. Through language, children learn to understand and express their feelings, build empathy, navigate relationships, and develop a sense of identity. Storytelling, reading aloud, dramatic play, and peer dialog are not just literacy practices but also socioemotional experiences that support self-regulation, belonging, and perspective-taking. In a time when both emotional well-being and academic accountability are at the forefront of educational policy debates, how can we support teachers to foster integrated literacy environments?
This Special Issue will explore the complexities of the foundations of reading—early language and literacy in the classroom and the community. We seek articles that thoughtfully explore the intersections of early literacy, language diversity, teacher preparation, home–school connections, and curriculum policy. Articles may explore any of the questions above or offer new insights into the evolving landscape of early language and literacy.
Dr. Constance C. Beecher
Dr. Sohyun Meacham
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 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 100 words) can be sent to the Editorial Office for announcement on this website.
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. The Article Processing Charge (APC) for publication in this open access journal is 1800 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
- multi-modal literacy
- place-based literacy
- storytelling
- play-based literacy
- digital literacy in early childhood
- multiple language learners and multiliteracies
- science(s) of literacy
- socioemotional literacy
- science of reading
- family literacy
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