Early Years An International Journal of Research and Development Impact Factor & Information
The importance of early childhood education and care in providing the foundations for lifelong learning is now widely acknowledged. Early Years: An International Journal of Research and Development aims to broaden the international debate about the best provision for young children by representing a wide range of perspectives from different countries, different disciplines and different research methodologies. As the official journal of TACTYC (Training, Advancement and Co-operation in Teaching Young Children), Early Years publishes up-to-date papers on all issues associated with early years education. It particularly seeks to publish papers on issues related to the training, education and continuing professional development of all early years practitioners including managers, support staff, qualified teachers and higher education academics teaching on early childhood courses and specialisms. The editors welcome original, rigorous and clearly written contributions, in English, which: report on research projects; review work across an area of research; present a detailed analysis of the experiences of individuals or small groups; explore new approaches to the publication of knowledge about working with young children There is a growing diversity of approaches to training early years practitioners for complex and demanding work within multi professional teams and with families from diverse social and cultural backgrounds. Papers which compare the experiences, development needs and responsibilities of children, parents and practitioners in different kinds of setting and in different contexts are particularly welcome. TACTYC has sought for nearly 20 years, through its Journal and related activities, to provide a voice for all educators who work with young children. As a professional association with its own membership, TACTYC lobbies for the raising of standards in early years provision and promotes discussion of all issues associated with the training and development of early years practitioners. Further details are available from: TACTYC The Barn Vicars Hill Leigh Worcester WR6 5LA Tel: 01886 833156.
Current impact factor: 0.00
Impact Factor Rankings
|Website||Early Years: An International Journal of Research and Development website|
|Other titles||Early years (London, England: Online)|
|Material type||Document, Periodical, Internet resource|
|Document type||Internet Resource, Computer File, Journal / Magazine / Newspaper|
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- SSH: Social Science and Humanities
- Publisher last contacted on 25/03/2014
- This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
Publications in this journal
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ABSTRACT: Early childhood practice has often been described as complex in both policy documents and research literature; however, less attention has been given to exploring the nature and consequences of complexity in early childhood practice. At a time of intense policy attention in many national contexts, there is the potential for closing down, as well as for opening up conceptualisations of early childhood practice. To help keep possibilities open for multiple conceptualisations of practice, in this paper, we explore how complexity works and what it produces in early childhood practice assemblages. To do this, we draw on data fragments from research with 10 early childhood educators in NSW, Australia, and read these data with concepts from Deleuze and Guattari. We suggest four ways that our readings help articulate, and contribute to understandings of the complexity of early childhood practice.Early Years An International Journal of Research and Development 01/2014; DOI:10.1080/09575146.2014.937796
- Early Years An International Journal of Research and Development 01/2013; 5(7):55 - 60.
- Early Years An International Journal of Research and Development 01/2012; 33(1):90-97.
Article: Thinking together at Key Stage 1.Early Years An International Journal of Research and Development 01/2005; 25(2):165-180.
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ABSTRACT: This article describes the organisation of a teachers' professional network and the teachers' use of 'pedagogical documentation' to analyse, reflect on and critique pedagogical practice. It explores ways in which a forum and process were created for teachers to think about assumptions, values and the purpose of education, explore reciprocal influences of teachers' and children's interactions, and deepen opportunities for parents and children to contribute to the curriculum. It discusses policy and practice implications and points to ways for engaging in a broader debate.Early Years An International Journal of Research and Development 03/2003; 23(1):21-34. DOI:10.1080/0957514032000045537
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.