Early Childhood Education

Available from from 01/01/1997 to present
Delivers in-depth coverage of education theory and practice, dealing with bilingual education, bilingualism, and language policies in education.

Focuses on all aspects of bilingualism and bilingual education around the world.
Available from 1998 to the present

from 2005 to present

Provides articles, interviews, promising practices & resources in multicultural education.
from 2005 to the present

Devoted to the scientific discussion of acquisition or use of non-native and heritage languages.
from 1978 to present

As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect.
from 1997 to present

From American Educator this article discusses Bilingualism and Cognitive Development, Metalinguistic Awareness, and Bilingualism and Biliteracy for All

This brief identifies important elements of high-quality early childhood education programs as indicated by research and professional standards.

Across the United States, COVID-19 has changed speech and language service delivery in schools and homes for children with speech and language disorders. This may present unique challenges for families and students who are bilingual and/or English language learners. ASHA offers guidance to parents and caregivers. Includes a Spanish language version as well.

Dual Language Immersion Education: Supporting K-12 Implementation in Virginia has been thoughtfully written by
experienced Virginia dual language immersion educators. We encourage all Virginia school divisions to consider the
potential and possibilities for implementing this powerful enrichment model of schooling. The research support for
dual language immersion education is very strong, and this program is worthy of adoption by all Virginia educators.

This handout provides strategies and resources to support home visitors who work with families of children who are dual language learners (DLLs). While English mastery is important for success in school, research shows that being fluent in more than one language contributes to academic success. In fact, supporting home language builds an important foundation for learning English and for all later learning.

ELL Toolbox is a website built for teachers of English Language Learners. It includes useful and immediately applicable materials in categories such as sheltered English, lesson plans, classroom management materials, websites and apps, and project based learning for ELL's, assessment tools,

From the Virginia Department of Education, The purpose of this webpage is to provide important information and links to resources that support educators in providing equitable instruction and services to English Learners (ELs).

Discusses the importance of knowing your learners, creating conditions for language learning, designing high quality lessons for language development, adapting lesson delivery as needed, monitoring and assessing student language development, and engaging and collaborating within a community of practice

Provides high quality research in child care and early education and the use of that research in policy making. The website offers research and data resources for researchers, policy makers, practitioners, and others

Provides an international forum for professionals working in all disciplines in the provision of children’s services, including social work, social care, health care, medicine, psychology, education, the police and probationary services, and solicitors and barristers working in the family law and youth justice sectors.
from 1997 to present

A multidisciplinary publication that serves psychologists, educators, psychiatrists, paediatricians, social workers and other professionals who deal with research, planning, education and care of infants and young children. The Journal provides English translations of work in this field that has been published in other languages, and original English papers on all aspects of early child development and care: descriptive and evaluative articles on social, educational and preventive medical programs for young children, experimental and observational studies, critical reviews and summary articles.
from 1997 to preset

Analyzes issues, trends, policies, and practices for early childhood education from birth through age eight.
1997 to present

Publishes research papers and scholarly critiques on all issues associated with early childhood (pre-primary) education and care
from 1997 to the present

International forum for topical issues pertaining to the mental well-being of children, adolescents, and their families.
from 03/01/1992 to present

Publishes peer-reviewed empirical studies related to school violence and victimization. Accepting a variety of social science methodologies, this international journal explores the broad range of contemporary issues centering on violence in the school environment. These issues often include, but are not limited to, the nature, extent, prevention, and consequences of school violence for students, teachers, and staff of all manner of educational systems.
from 2002 to the present

An international journal aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the understanding or remediation of problems associated with developmental disabilities
from 1987 to present

Think about your classroom. Now picture your students. Chances are that one out of every five has been bullied. As an educator, what can you do about it?

From NAEYC, this blog post focuses on bullying in early childhood education with links to additional resources.

From the Virginia Department of Education, discusses understanding and preventing bullying, the Virginia policy, resources for working with groups of students who are more likely to be bullied, resources for schools and families.

Find out how to prevent and stop bullying in early childhood: 1) Understand how bullying develops in early childhood, 2) Use activities to help children develop the social skills to prevent and stop bullying, 3) Learn how to take advantage of teachable moments, 4) Develop an action plan for intervention.

Provides high quality research in child care and early education and the use of that research in policy making. The website offers research and data resources for researchers, policy makers, practitioners, and others

A peer-reviewed multilingual journal on the development, care, and education of young children.
1999 to present

Available from 1986 to the present
Predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age).

A multi-disciplinary professional journal that publishes primarily empirical research on the links between early childhood education and children's development from birth to age 8. It is international in scope and designed to emphasize the implications of research and solid scientific information for practice and policy.
from 1997 to present

The Journal focuses on two key concepts: human development and application of knowledge.
from 1980 to present

The official journal of the National Association of Early Childhood Teacher Educators. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. Teacher education can focus on pre-service teacher preparation and in-service professional development.
from 1997 to present

Features articles that advance knowledge and theory of the education of children, infancy through early adolescence.
1997 to present.

The main focus of Social Development is on development in childhood with lifespan, cross-species and cross-cultural perspectives enhancing our understanding of human development also explored.
from 1997 to present

An international journal concerned primarily with teachers, teaching, or teacher education situated in an international perspective or in an international context.
from 1985 to present

From NAEYC, position statement on advancing equity in early childhood education. All children have the right to equitable learning opportunities that help them achieve their full potential as engaged learners and valued members of society. Thus, all early childhood educators have a professional obligation to advance equity. They can do this best when they are effectively supported by the early learning settings in which they work and when they and their wider communities embrace diversity and full inclusion as strengths, uphold fundamental principles of fairness and justice, and work to eliminate structural inequities that limit equitable learning opportunities.

Discusses economic inequality, gender inequality, education inequality, racial inequality, and health inequality and there effects on children.

This blog post discusses that Teachers are usually taught in school what is appropriate and needed, to have a warm, welcoming and appropriate environment for each age level. Therefore, hours of thought are put into how their classroom will be set up and ran. 1. There is the HOW to set up the room. 2. There is the WHY, that goes behind setting up a developmentally appropriate classroom environment. 3. There is the ACTUAL TIME when children are in the environment interacting and engaging in the learning process.

Students use the activity of building a necklace to learn more about each other and explore diversity.

Culture shapes not only our values and beliefs, but also our gender roles, family structures, languages, dress, food, etiquette, approaches to disabilities, child-rearing practices, and even our expectations for children’s behavior. In this way, culture creates diversity.

This blog post discusses that As young children enter their first years of school, they’ll get to know peers with a wide variety of abilities, cultures, languages, and backgrounds. It’s totally natural for them to notice similarities and differences and express curiosity, and it’s up to the grownups in their lives to not only model acceptance of diversity, but to frame it as a strength.

A discussion of the importance of welcoming families from different cultures into the early childhood classroom. This includes a goal of helping children learn, a fundamental belief in differences not deficits and some resources for learning about different cultures

Provides high quality research in child care and early education and the use of that research in policy making. The website offers research and data resources for researchers, policy makers, practitioners, and others

Provides an overview of research methods (quantitative, qualitative and mixed methods) across the social and behavioral sciences. Includes SAGE book and reference material on research methods, and editorially selected material from SAGE journals. Also includes a searchable collection of case studies of real social research, commissioned and designed to help users understand abstract methodological concepts in practice.

Provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers.
from 01/01/1996 to present

Publishes articles that significantly advance knowledge and theory about development across the life span.
From 1969 to present

Serves psychologists, educators, psychiatrists, paediatricians, social workers and other professionals who deal with research, planning, education and care of infants and young children.
from 1997 to present

Available from 1986 to the present
Predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age).

The Journal focuses on two key concepts: human development and application of knowledge.
from 1980 to present

JSR is designed to stimulate research and promote an interdisciplinary understanding of the diverse topics in contemporary sexual science.
from 1997 to present

Dedicated to the dissemination of information in the field of sexual orientation and gender diversity. It is a primary outlet for research particularly as it impacts practice, education, public policy, and social action.
from 2013 to present

Publishes original research reports as well as original theoretical papers and conceptual review articles that explore how gender organizes people’s lives and their surrounding worlds, including gender identities, belief systems, representations, interactions, relations, organizations, institutions, and statuses.
from 03/01/1975 to present

Includes informative articles, resources and tools to promote the participation of early childhood teachers in teacher research.
from 2010 to present

This article outlines educator’s role in supporting children’s play when they want or need to cross gender boundaries in early childhood settings catering for children between 0- and 5- years old. The current policy concerning gender and regulating educators’ work in Early Childhood Education (ECE) settings is discussed, as well as some of the challenges educators face when translating policy into practice.

Gender discrimination, starting in childhood, continues to rob children of their childhoods and limit their chances – disproportionately affecting the world’s girls. A girl is far more likely to be denied her rights, kept from school, forced to marry and subjected to violence – her voice undervalued, if it’s heard at all. This assault on childhood also deprives nations of the energy and talent they need to progress.

There are many ways parents and educators can promote healthy gender development in children. It helps to understand gender identity and how it forms.

Gender stereotyping in children’s play in early years settings is a much-studied topic. Gender identities – what it is to be a boy or a girl – are a strong feature of children’s play and often impact on their choices of types of play and playmates.

Offers practical guidance for teachers, caregivers, parents and staff. It draws on decades of research on child and gender development, and experiences of early childhood educators, pediatricians, and mental health professionals.

This blog post asks can gender and education issues at primary, secondary, and tertiary levels and beyond be tackled without paying attention to interventions in the early years?

This post explores a few simple ways educators and parents can create welcoming spaces for gender fluid children, including building a diverse classroom, using supportive language, and providing a range of books and toys.