SPECIAL ISSUE: Exploring Approaches to Early Childhood Educator Preparation for Inclusion!


EXTENDED DUE DATE!!!  Submissions now due May 31, 2024!

The HS Dialog Special Issue II 2024, Examining Approaches to the Preparation of Early Childhood Education Professionals for Inclusion, invites submissions focused on the preparation of the early childhood workforce. Changes in federal law (Congressional Research Service [CRS], 2019; Hebbeler, et al.,1991) and societal needs (Burton, e al., 1992), in the 1980s led to an increase in the number of young children, with and without identified disabilities, participating in early childhood programs across the country (U.S. Department of Education, 2020).  However, the historical literature base is increasingly difficult to apply to the increased diversity of educational contexts (Mickelson et al., 2022). Additionally, contemporary contexts of necessitate that preparation adopts a broader view of inclusion that takes into account the diverse and intersectional identities of the children and families served. Further, these contexts call for recruitment of similarly diverse professionals into the field to assure educational success for every group of marginalized learners (Pugach et al., 2020; U.S. Department of HHS and U.S. Department of Education, 2023).

The aim of this special issue is to showcase the contemporary landscape of early childhood preparation and highlight how higher education and community partners currently respond to the varied programmatic, licensure, field, and other contexts observed across the field. 

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Current Issue

Vol. 26 No. 3 (2023): Engaging Multilingual Families

For several years, researchers and social scientists have been focused on identifying, serving, and educating vulnerable populations of children, particularly those populations of children who have continually been penalized or restricted from resources due to the color of their skin or the language they speak. Across the country, different states are designing policies and creating infrastructure to support the needs of these children. At the same time, the political conversation regarding immigration and the conflicts arising among different religious groups demands that research, policy, and practice work towards the common goal of supporting those most vulnerable. This issue will focus on the unique ways two teams of researchers have investigated multilingual families and strategies to support their unique needs.

Published: 2023-12-08

Research Articles

Research-to-Practice Summaries

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