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Early Childhood Services

Early Childhood Services
An Interdisciplinary Journal of Effectiveness

Early Childhood Services is a peer-reviewed journal that represents a current, valuable resource for all who work with young children from birth to age 8, including those at risk and those with delayed development. The journal aims to provide interdisciplinary practitioners with practical and meaningful ideas and strategies to enhance their daily work. The key is the focus on effectiveness of service delivery in early care, health, and education settings, both because of the interdisciplinary emphasis, as well as coverage of results, outcome measurement, and translational research.

Each issue is thematic and includes articles covering current research about effectiveness in practice, innovative services and practice, case studies, or integrative scholarly commentaries.

The emphasis is on the interdisciplinary nature of early childhood services, drawing from the combined expertise of educators, speech-language pathologists, occupational therapists, social workers, psychologists, pediatricians, nurses, and other professionals working with young children and their families.

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Early Childhood Services
M. Jeanne Wilcox, Ph.D. and Philippa H. Campbell, OTR/L, Ph.D.

ISSN 1559-9647
Inaugural Issue: March 2007
Published quarterly in March, June, September, December
Approximately 96 pages each issue

Call for Papers

ECS welcomes submission of unpublished papers covering:

  • Innovative services and practices
  • Applied research (translational, practice relevant)
  • Case studies
  • Integrative scholarly commentaries

Call for Peer Reviewers

Are you interested in shaping the future directions of this journal? If yes, we seek interdisciplinary early childhood scholars to serve as peer reviewers. If you would be interested in serving in this capacity, please submit a letter of interest and your CV to:

Call for Papers

No. 1

Guest Editor: Laida Restrepo
Arizona State University

Quality Programs and Services for English Language Learners

The need for early intervention and preschool programs for English language learners is growing. English language learners are those children who learn a native language initially and are exposed to English as a second language in the US. These children can be at risk of academic difficulties and may not receive quality early childhood services or education at the rate of non ELLs. Latinos, for examples, make the majority of ELLs in the US and are the largest minority group in the country. Quality early childhood education has been identified as one of the first steps in helping to improve their academic achievement. ELLs often score significantly below English- speaking peers in the country for reading and math. However, research on quality education for ELLs is limited (Garcia & Gonzalez, 2006).

In this issue we invite manuscripts that focus on promising evidence based practices for early intervention, preschool programs, and services for English language learners. Original research, reviews of empirical literature, data-based program evaluations, or conceptual papers are welcome. We are interested in manuscripts addressing a variety of interdisciplinary research, with a particular focus on literacy, vocabulary or language in general, family involvement, math, curriculum and other programmatic areas. In addition manuscripts that address developmental aspects in language, social emotional, cultural and cognitive issues will be considered as part of a programmatic research for this specific population.

Deadline for Submission of Manuscripts: April 30th, 2009

No. 2

Guest Editor: Patricia A. Snyder
University of Florida

Promising Approaches in Early Childhood Professional Development

Professional development has emerged as a key priority in early childhood services. A pressing need exists to identify promising approaches for advancing research and practice in early childhood professional development, particularly those that emphasize cross-sector and interdisciplinary collaborations. By professional development, we mean systematic teaching or learning experiences designed to support acquisition of knowledge, skills, and dispositions and their application in practice (National Professional Development Center on Inclusion, 2007). Cross-sector refers to the various early childhood systems or programs focused on early education and care such as child and family care, pre-K/preschool., Head Start, nursery schools, early intervention, and preschool programs for young children with or at risk for disabilities.

For this issue, we invite manuscripts that offer promising approaches for advancing early childhood professional development research and practice. Original reports of research, systematic reviews of empirical literature, data-based program evaluations, or conceptual papers are welcome. We are particularly interested in manuscripts that emphasize cross-sector and interdisciplinary approaches for preparing or supporting early childhood personnel to deliver high-quality, evidence-informed services and supports to young children and their families. Descriptions of systems building or systems change initiatives focused on cross-sector early childhood professional development at local, state, or national levels are also encouraged.

Deadline for Submission of Manuscripts: June 30, 2009

No. 3

Guest Editor: MaryAnn Romski
Georgia State University, Atlanta, Georgia

Augmentative and Alternative Communication (AAC) Interventions
during the Toddler, Preschool and Primary Years

The use of augmentative and alternative communication (AAC) interventions during the early developmental period is growing. A variety of AAC systems may be introduced during early intervention and preschool to facilitate the receptive and expressive language skills of children who are encountering difficulty developing spoken communication. By definition, AAC is an intervention approach that uses manual signs, communication boards with symbols, and speech generating devices (SDGs) and incorporates the child’s full communication repertoire including any existing speech, vocalizations, and gestures. The use of AAC interventions early in development may be an important step in helping to improve the child’s educational achievement. However, research on AAC interventions during the toddler, preschool and primary years is limited.

In this issue, we invite manuscripts that focus on promising evidence-based practices for children with a range of etiologies who may utilize AAC during this period. Original research, reviews of empirical literature, data-based program evaluations, or conceptual papers are welcome. We are interested in manuscripts addressing a variety of research, with a particular focus on the outcomes of AAC intervention approaches on aspects of young children’s language and communication development including literacy. In addition, manuscripts that address the broader effects of interventions on families and overall functioning will be considered as part of programmatic research on AAC interventions.

Deadline for Submission of Manuscripts: September 30, 2009

No. 1

Open Topics in Early Childhood Services

Manuscripts are invited that focus on any aspect of services provided for young children. While all manuscripts will be considered, for this issue of open topics we particularly seek manuscripts that describe innovative practices for implementation with young children with disabilities, including those with severe disabilities, in home or classroom environments. Types of manuscripts may include integrative scholarly reviews of evidence-based practices, case study data-based reports, single case experimental, design reports, and reports of group or classroom-level data.

Deadline for Submission of Manuscripts: January 15, 2010

The editors also welcome suggestions for future themes. In addition, papers on any topic in early childhood services may be submitted at any time.

Contributors are advised to contact the Editors before submitting manuscripts.