Archives

• Examining Contemporary Approaches to the Preparation of Early Childhood Education Professionals for Inclusion

  Vol. 27 No. 1 (2024)

  The aim of this special issue is to showcase the contemporary landscape of early childhood preparation for inclusion and highlight how higher education and community partners currently respond to the varied programmatic, licensure, clinical, and other contexts observed across the field. In essence, the purpose is to help update our aging literature base on blended and other approaches to the preparation of early childhood educators for inclusion. We received a strong response to the call for papers and the result is a robust collection of articles spanning multiple contexts and including descriptions of programs and program development processes, empirical studies, and a call to action. Readers will undoubtedly benefit from the experiences and wisdom included. It is with great pleasure that we bring you this issue. We hope it will lead to further collaboration in pursuit of providing clear guidance for contemporary programs, and that it will spur more research to develop a strong empirical foundation for our efforts as inclusive early childhood teacher educators and preparation programs.

• Engaging Multilingual Families

  Vol. 26 No. 3 (2023)

  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.

• Facilitating Transitions

  Vol. 26 No. 2 (2023)

• Adventures and Intervention in Early Education Spaces

  Vol. 26 No. 1 (2023)

• Support for the Adults and Young Children in Early Childhood Environments

  Vol. 25 No. 2 (2022)

• New Year, New Name!

  Vol. 25 No. 1 (2022)

• Healthy Children, Healthy Adults, in an Unhealthy Time

  Vol. 24 No. 1 (2021)

• Winter 2020

  Vol. 23 No. 2 (2020)
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  Informal Assessments & Dual Language Learners

  Vol. 23 No. 1 (2020)

• Future Issue 22(2)

  Vol. 22 No. 2 (2019)

• Vol. 22 No. 1

• Vol. 21 No. 1

• Vol. 20 No. 1

• Vol. 19 No. 3

• Vol. 19 No. 2

• Vol. 19 No. 1

• Vol. 18 No. 2

• Vol. 18 No. 1

• Vol. 17 No. 4

• Vol. 17 No. 3

• Vol. 17 No. 2

• Vol. 17 No. 1

• Vol. 16 No. 4

• Vol. 16 No. 3

• Vol. 16 No. 1