Submit a Manuscript to the Journal
Early Child Development and Care
For a Special Issue on
Early Childhood Education in Israel
31 January 2022
31 October 2022
Early Childhood Education in Israel
This special issue focuses on Early Childhood Education (ECE) in Israel from birth to age six. Children under the age of 17 comprise 33% of the country’s population, and approximately 40% of children are under age six. Of these children, 72.2% are Jewish, 24.4% are Arab, and 3.4% are Christian and from other backgrounds. Families in Israel have a high number of children (M = 3.11 per family), compared to OECD countries (M = 1.60) (OECD, 2020). There are economic gaps and cultural differences among groups, which affect children’s development, well-being, and academic achievements and require differentially addressing the needs of children and families. In addition, the conflict between Israel and the Palestinian territories and Arab countries affects children’s experiences and attitudes (Bar-Tal et al., 2017).
Education until the age of three is not compulsory. In most families, both parents work (about 82%, Trajtenberg, 2019) and therefore need daycare settings from a very young age. Education from the age of three is compulsory and centralized by the Israeli Ministry of Education. Caregivers of babies and toddlers have varied levels of training (usually nonacademic) and preschool teachers have at least a B.Ed. degree. From age three, there are three streams in the governmental early education system: general Jewish; religious-Jewish and Arab. Additionally, there are private educational settings - Jewish Ultra-Orthodox, religious Arab and more.
Since the establishment of the state of Israel, policymakers, theorists and educators have sought ideological and educational approaches that suit the unique characteristics, dynamics and challenges of the Israeli context and society. The aim of the special issue is to present, discuss and reflect on the characteristics, challenges and effects of unique aspects of ECE in Israel. The articles can be based on qualitative or quantitative empirical research, theoretical in nature, or reviews.
We invite contributions on the following topics or other related topics (alphabetically presented):
- Critical perspectives of ECE in Israel
- Cultural and socio-economic diversity and tensions
- Educational environments (e.g., Kibbutz ECE, Bi-lingual preschools, the Hareide Heder)
- Educational intervention description and evaluation
- Methods and pedagogical practices supporting children’s development and well being Professional development of pre-service and in-service teachers
- Policy and leadership
- Special education
- Unique ideological and educational approaches
The articles for the special issue entitled “Early Education in Israel” can be qualitative or quantitative empirical research, theoretical in nature, or reviews. We invite authors to submit a one-page (approximately 500 words) abstract of their proposed article. Abstract proposals' due date is 31/1/2022. Please send the abstracts to Dorit Aram ([email protected]) and Margalit Ziv ([email protected]). The full-length article manuscripts will be refereed through a double-blind peer-review process. A typical paper should be between 5000 and 8000 words, including tables, references, figure captions, footnotes, and endnotes. The full paper due date is 31/10/2022. When submitting the full paper to ScholarOne, select the special issue title: "Early Childhood Education in Israel”.
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