Early Child Development and Care

Early Child Development and Care

Published by Taylor & Francis

Online ISSN: 1476-8275

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Print ISSN: 0300-4430

Disciplines: Child Care; Child Development; Child Psychology

Journal websiteAuthor guidelines

Top-read articles

150 reads in the past 30 days

The influence of birth order and sibling age gap on children’s sharing decision

February 2023

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4,752 Reads

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4 Citations

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Hao Qin

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Xinyi Zhu

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Jing Jin

The potential influences on children's sharing decision caused by birth order and sibling age gap were examined. A third-party resource allocation task was adopted to examine five- to six-year-old children's sharing decision when they expected a protagonist to allocate resources between two recipients with different social relationships. Children with sibling age gap less than three years tended to allocate resources with a closer recipient more often than those with sibling age gap more than three years. When siblings were more than three years apart in age, children allocated resources between a sibling and a friend, first-born children were more likely to choose a sibling than second-born children. However, when siblings' age gap was within three years, second-born children, in turn, were more willing to share with a sibling than first-born children. These results were attributed to the sibling relationships and the development level of the Theory of Mind.

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114 reads in the past 30 days

The efficacy of cognitive–behavioural play therapy and puppet play therapy on bilingual children’s expressive, receptive language disorders

February 2024

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910 Reads

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1 Citation

Shahrzad Rezaee Rezvan

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Mahdieh Rezaee Rezvan

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The present study examines the effectiveness of play therapy (based on the cognitive–behavioural approach) and puppet play therapy in expressive\ receptive language disorders of the studied population. Here, we imported 45 female bilingual preschool children to our research. Their expressive\ receptive language disorders have been approved previously based on our criteria and randomly divided into two experimental and control groups. In the pre-test stages, all participants completed The language development test (TOLD3) to evaluate expressive\ receptive language disorders. During the intervention, the experimental groups received the educational play therapy programme and puppet play therapy, while the control group did not receive any intervention. After the intervention, all groups were examined again in the post-test stages. Our findings demonstrated that cognitive–behavioural play therapy is more significantly effective than puppet play therapy in improving expressive \ receptive language disorders.

Aims and scope


Publishes works on research, planning, education and care of infants and young children, including multidisciplinary works on early child development and care.

  • Early Child Development and Care is a multidisciplinary publication that serves psychologists, educators, psychiatrists, paediatricians, social workers and other professionals who deal with research, planning, education and care of infants and young children.
  • The Journal provides English translations of work in this field that has been published in other languages, and original English papers on all aspects of early child development and care: descriptive and evaluative articles on social, educational and preventive medical programs for young children, experimental and observational studies, critical reviews and summary article.
  • The journal does not normally publish articles which are focussed on curriculum issues …

For a full list of the subject areas this journal covers, please visit the journal website.

Recent articles


The impact of COVID-related school disruption on kindergarten children’s development
  • Article

February 2025

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1 Read


Parenting programmes targeting parents of children with disabilities: a scoping review on programmes' characteristics and co-parenting contents

February 2025

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9 Reads

Priscilla Souza

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Mariana Costa

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Catarina Silva Marques

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Orlanda Cruz



Figure 1. Path Model of the Present Study.
Figure 2. Standardized Coefficients of Model 2: Parent Emotion Regulation and Beliefs in Relation to Emotion Regulation of Children Mediated by Parents' Use of Emotion Words with Added Direct Effect.
Correlations between Beliefs About Feelings, Cognitive Reappraisal, Expressive Suppression, Use of Emotion Words, and Children's Emotion Regulation.
Parents’ and toddlers’ emotion regulation: the importance of emotion talk
  • Article
  • Full-text available

February 2025

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7 Reads








Children understand economics too: knowledge and experience of basic financial concepts

December 2024

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8 Reads

This study aims to see how ready preschoolers in Turkey are to learn about money and finances. The researchers used a story called "Arlo's Adventures" to interview 27 children in a kindergarten in Turkey. A qualitative research method was used. The analysis revealed the themes of Money Knowledge, Spending, Saving, Borrowing, and Lending. This study found that preschoolers have a basic understanding of money. They know money buys things and can identify needs vs. wants. They comprehend the concept of saving, and some even utilize piggy banks. However, their understanding of saving methods and tracking expenses remains limited. Financial literacy should be taught to children from an early age, as they are capable of understanding financial concepts. Children who had not participated in structured financial literacy programs at their preschool acquired information and experience about these ideas through their families.









Correlation matrix between all predictor variables and HTKS in kindergarten.
Behavioral self-regulation development in at-risk families: the role of family resources

October 2024

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82 Reads

Children from disadvantaged families are at greater risk of developing regulation difficulties. Research suggests that family-level resources such as parental education or income are related to self-regulation development. However, most studies looking at the role of family resources have used single estimators of socioeconomic status or applied a composite score, neglecting that an interplay of resources may affect self-regulation outcomes. In N = 248 at-risk children (Mage:65.7 months, 51% female), we examined the effect of economic, cultural, and social family resources on behavioral self-regulation in kindergarten. Results showed that family income, maternal education, and available help in child-rearing predicted the Head-Toes-Knees-Shoulders task performance. The results indicate that behavioral self-regulation is associated with different family resources beyond socioeconomic status.





Exploring Preservice ECE Teachers' TPACK through Digital Storytelling during the Pandemic

October 2024

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61 Reads

In this study, nine preservice teachers’ online teaching performances in their teaching practicum during COVID-19 were examined. Altogether, 42 online storytelling activities were recorded, and preservice teachers’ views were collected in a 120-minute focus group. We employed thematic analysis to code the participants’ reflections, to understand their knowledge of the technological pedagogical content knowledge (TPACK) framework and their preparation for digital storytelling activities. Our findings indicated that preservice teachers spend most of their time on pedagogical content knowledge (PCK) and technological content knowledge (TCK) and only a few minutes on technological pedagogical knowledge (TPK) during digital storytelling activities. It revealed the extent of the TPACK of current ECE teachers and provided insights and recommendations on how to improve ECE teachers’ professional development regarding technology, including providing multiple types of digital devices and their applications and examples of technology-assisted teaching.




Journal metrics


1.0 (2023)

Journal Impact Factor™


14%

Acceptance rate


3.3 (2023)

CiteScore™


14 days

Submission to first decision


12 days

Acceptance to publication


0.826 (2023)

SNIP


0.528 (2023)

SJR

Editors