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Journal of Early Childhood Teacher Education

Deadline: September 1st, 2020

Special Issue:

Preparing Early Childhood Professionals to Support the Social Welfare of Young Children

The 2021 Special Issue of the Journal of Early Childhood Teacher Education (JECTE) intends to provide early childhood professionals with essential knowledge and skills to support the social welfare of young children – including infants, toddlers, and preschoolers.

The health and well-being of young children is a concern for families, professionals, policy makers, and society (Guralnick, 2019). There are several emerging practices as well as cutting edge strategies in these areas in early childhood teacher preparation that we hope to highlight in this upcoming themed issue. In addition to these promising practices, there are at least three areas of need regarding how we prepare personnel to support young children’s wellness which include: (a) interagency collaboration, (b) family-centered communication, and (c) the referral process.

When parents of young children begin to look for answers about their questions related to their child’s health and well-being they will likely encounter professionals from a wide variety of backgrounds and training. Health, education, and social sectors are involved in the early childhood system that children and families encounter. The first area of need has to do with training programs from multiple disciplines engaged in the same work but using different terminology, tools, processes, and timelines that make interagency collaboration difficult. This can be confusing to parents and may have detrimental outcomes for them and their children (Caspe et al., 2013; Diamond & Squires, 1993).

Families also need information that could be vital to the health and well-being of their children (Watson, Kiekhefer, & Olshansky, 2006). The second area of need has to do with effective and family-centered communication practices. However, effective communication that meets the family’s needs is often limited and/or lacking.  We are interested in innovative training programs that focus on the critical element of parental communication. More specifically, what initiatives, pedagogies, technologies, and/or strategies are being used with family communication to prepare professionals with how to support the social welfare of children.

The third area of need within the current process for supporting the health, well-being, and development of children is noticing the signs of problems and then knowing what to do with concerns. Universal screening of children should be occurring in early childhood programs (AAP, 2006; DEC, 2007).  In the State of Babies Yearbook, it was reported that about 30% of young children received developmental screening in the past year (Keating et al., 2019) even though the American Academy of Pediatrics (2006) and other professional organizations recommend universal screening of all children on a regular basis. Once the developmental-behavioral screening indicates a concern, the next step is crucial where personnel must follow up with referring the child and family on for more evaluation. Making a referral to the appropriate agency or program who will then conduct a diagnostic evaluation is where some families and young children get stuck and are not able to receive services and/or supports (Miller, Perkins, Dai, & Fein, 2017). Another stage in the process that requires use of effective referral process is moving from diagnostic evaluation to determining a child’s eligibility for specialized services (Glascoe & Marks, 2011; Wolfe & Durán, 2013).

Based on the above, this JECTE issue hopes to highlight teacher preparation practices regarding the social welfare, health, and well-being of young children. The Guest Editors are looking for a variety of manuscripts i.e., research papers and reflective reports on the following or related focus areas within the proposed theme: - (a) children who have experienced trauma; (b) children who have had to leave their homeland and are refugees; (c) children who are separated from family or loved ones; (d) children who have or are experiencing homelessness; (e) children with special health care needs; (f) children with developmental delays, disabilities, disorders; (g) children from under-represented backgrounds; and (h) children who do not have a medical home and/or health insurance. Researchers from around the world are encouraged to submit manuscripts. 

 

Submission Guidelines

In addition to the content requirements stated above, all manuscripts are also required to meet the general JECTE Submission Guidelines.

For more information about the journal and to view recent issues, please go to the journal homepage

For more information, please contact the Guest Editors, Marisa Macy and Judit Szente.

Manuscript Submission Deadline: September 1st, 2020

 

Journal of Early Childhood Teacher Education

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Editorial Information:

Guest Editors: Marisa Macy & Judit Szente

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