Write in a clean editor, then format for Early Education and Development in one click — DocuGuru applies the official Taylor & Francis template with author–year references and exports a submission-ready PDF plus the editable LaTeX source. Free to start.
Early Education and Development is a peer-reviewed journal published by Taylor & Francis, covering Early Childhood Education and Development, Child and Adolescent Psychosocial and Emotional Development, Parental Involvement in Education.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Early Education and Development 12 (3): 45–58.
Formats any DOI in Early Education and Development style. No sign-up. |
| Publishes research in | Early Childhood Education and Development Child and Adolescent Psychosocial and Emotional Development Parental Involvement in Education Child Development and Digital Technology Reading and Literacy Development |
| ISSN | 1040-9289 |
| Citation impact (2-yr) | 1.79 |
| h-index | 111 |
| i10-index | 1,115 |
| Total citations | 61,134 |
| Top institutions publishing here | University of Virginia |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
The overall issue of assessment during early childhood, and its relation to school readiness and other decisions, is currently widely debated. Expanding early childhood education and child care enrollments, better scientific knowledge about early childhood development, and decisions about public spending, necessitate careful consideration of which assessment tools to use, as well as why and…
In light of the current policy context, early childhood educators are being asked to have a complex understanding of child development and early education issues and provide rich, meaningful educational experiences for all children and families in their care. Accountability for outcomes is high, and resources for professional support are limited. As such, the early…
Abstract Research Findings: Social–emotional learning (SEL) is increasingly becoming an area of focus for determining children's school readiness and predicting their academic success. Practice or Policy: The current article outlines a model of SEL, identifies specific SEL skills, and discusses how such skills contribute and relate to academic success. Given that SEL skills may vary…
Research Findings: Research has demonstrated the developmental and educational benefits of play. Despite these benefits, teacher-directed academic instruction is prominent in kindergarten. There is increasing acknowledgment in curricula and policies of the challenges presented by a lack of play in classrooms and the need to support academic learning using developmentally appropriate practices. Current research emphasizes…
RESEARCH FINDINGS: In this article, we review research on the relations of self-regulation and its dispositional substrate, effortful control, to variables involved in school success. First, we present a conceptual model in which the relation between self-regulation/effortful control and academic performance is mediated by low maladjustment and high-quality relationships with peers and teachers, as well…
