Announcements

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

    2024-02-13

    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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  • SPECIAL ISSUE: Supporting Multilingual Families in Early Childhood Spaces

    2023-12-08

    The HS Dialog Special Issue 2024, Supporting Multilingual Families in Early Childhood Spaces, invites research articles, research to practice narratives, applied policy work, and professional development initiatives for the early childhood workforce. The themes could include academic or behavioral initiatives for multilingual learners, educators who speak multiple languages and ways policy supports them, or system change that has supported multilingual learners and families.

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