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Contemporary Issues in Early Childhood

Contemporary Issues in Early Childhood


eISSN: 14639491 | ISSN: 14639491 | Current volume: 25 | Current issue: 2 Frequency: Quarterly
Contemporary Issues in Early Childhood is a peer-reviewed international research journal. The journal provides a forum for researchers and professionals who are exploring new and alternative perspectives in their work with young children (from birth to eight years of age) and their families. CIEC aims to present opportunities for scholars to highlight the ways in which the boundaries of early childhood studies and practice are expanding, and for readers to participate in the discussion of emerging issues, contradictions and possibilities.

CIEC incorporates interdisciplinary, cutting edge work which may include the following areas: poststructuralist, postmodern and postcolonial approaches, queer theory, sociology of childhood, alternative viewpoints of child development, and deal with issues such as language and identity, the discourse of difference, new information technologies, stories and voices, curriculum, culture and pedagogy, or any combination of such ideas.

The Editors encourage submission of a variety of high quality manuscripts including: reports of research from a variety of paradigms; articles about research, literature reviews and theoretical discussions; book reviews; colloquia and responses/critiques; invited commentaries.

This journal is a member of the Committee on Publication Ethics (COPE).

Contemporary Issues in Early Childhood is a peer-reviewed international research journal. The journal provides a forum for researchers and professionals who are exploring new and alternative perspectives in their work with young children (from birth to eight years of age) and their families. CIEC aims to present opportunities for scholars to highlight the ways in which the boundaries of early childhood studies and practice are expanding, and for readers to participate in the discussion of emerging issues, contradictions and possibilities.

CIEC incorporates interdisciplinary, cutting edge work which may include the following areas: poststructuralist, postmodern and postcolonial approaches, queer theory, sociology of childhood, alternative viewpoints of child development, and deal with issues such as language and identity, the discourse of difference, new information technologies, stories and voices, curriculum, culture and pedagogy, or any combination of such ideas.

The Editors encourage submission of a variety of high quality manuscripts including: reports of research from a variety of paradigms; articles about research, literature reviews and theoretical discussions; book reviews; colloquia and responses/critiques; invited commentaries.

Editors
Nicola Yelland University of Melbourne, Australia
Sue Grieshaber La Trobe University, Melbourne, Australia
Book Reviews Editors
Sara Michael Luna University of Central Florida, USA
Eva Mikuska University of Portsmouth, UK
Social Media Editor
Nikki Fairchild The University of Portsmouth, UK
Editorial Board
Jo Ailwood The University of Newcastle, Australia
Mindy Blaise Victoria University, Melbourne, Australia
Gaile Cannella Independent Scholar
Daniel J. Castner Indiana University, USA
Di Catherwood University of Gloucestershire, UK
Tamara Cumming Charles Sturt University, Australia
Iris Duhn Monash University, Australia
Debbie Epstein Cardiff University, Wales, UK
Marianne Fenech Sydney University, Australia
Wai Kwan Gail Yuen The Education University of Hong Kong, Hong Kong
Celia Genishi Teachers College, Columbia, USA
Megan Gibson Queensland University of Technology, Australia
Rachael Holmes Manchester Metropolitan University, UK
Jeanne Iorio The University of Melbourne, Australia
Libby Lee-Hammond Murdoch University, Australia
Lui Hi (Phillip) University of Hong Kong, Hong Kong
Peter Moss Institute of Education, University of London, UK
Rebecca New University of North Carolina at Chapel Hill, USA
Fikile Nxumalo University of Toronto, Canada
Jayne Osgood London Metropolitan University, UK
Alan Pence University of Victoria, Canada
Michelle Perez New Mexico State University, USA
Lacey Peters Hunters College, CUNY, USA
Sharon Ryan Rutgers University, New Jersey, USA
Jonathan Silin Bank Street College of Education, New York, USA
Mariana Souto-Manning Erikson Institute, USA
Kit-Ying Suzannie Chinese University of Hong Kong, Hong Kong
Hillevi Lenz Taguchi Stockholm University, Sweden
Joseph Valente Penn State University, USA
Karen Wohlwend Indiana University - Bloomington, USA
Travis Wright University of Wisconsin, Madison, USA
Hong Xiumin Bejing Normal University, PRC
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