Special Issues (or Monographs) of the EECERJ

Each yearly Volume of the Association’s Journal (EECERJ) comprises six issues. At least one issue per year is a Special Issue or Monograph. Special Issues of EECERJ may have guest editors who assume responsibility for collating and editing the issue. Each paper is subject, through the Coordinating Editor, to the same protocols and procedures that the Editorial Board has established in its ‘Guidance for Contributors‘ but the process is different for Special Issues. Guest Editors of Special Issues are supported by designated members of the Editorial Board, the Special Issues Coordinators, Julia and Eleni who have responsibility for steering and developing Special Issue editions, and also by the EECERJ administrative team.

The Purpose of EECERJ’s Special Issues

Special Issues usually include ten papers and an editorial focused on an aspect of early childhood studies. It is expected that the collection of papers will address at least some of the following aspects:

  • the development of theoretical foundations of the theme and related topics;
  • the development of new research methodology;
  • an up-to-date overview of current knowledge and developments in the field, including an evaluation of relevant empirical studies;
  • a presentation of new developments, applications or policy implications.

Who Chooses the Theme for a Special Issue?

Themes for special issues can be proposed by EECERA Members as part of:

  • a well established EECERA SIG Group;
  • a research team or a highly established researcher;
  • the EECERJ Editorial Board.

Not all contributors to a Special Issue need be EECERA members although usually the Guest Editor will be.

Criteria for Choice of Theme for EECERJ Special Issues

The main criteria for the selection of themes is the advancement of knowledge within a specifically focused area of childhood studies, which aims to promote high quality services for young children and families through the sharing of scientifically constructed knowledge.

Another important criterion is that the issue must be in concordance with the ethos of EECERA. The choice of themes in previous Special Issues represents EECERA’s vision and mission: for example, improving quality by understanding and researching professionalism and leadership; listening to children and their parents in order to honour their voices and participation; exploring the theory and realities of outside play and learning; and most recently, understanding the evidence of children’s learning from birth to three years of age.

Special issues or monographs are considered a service to the research community by bringing together a wealth of knowledge that can contribute to the development of theory, methodology and practice and contribute to policy development.

Choice of contributors

The team of contributors providing papers for a Special Issue will encompass a variety of countries, disciplines and perspectives. The inclusion of well-established researchers along with those who are perhaps less-known ones should also be considered. Pluralism is welcomed but only without risk to the quality of research papers.

Procedures and Protocols

  • The procedure begins with informal contacts that can be started either by the EECERA journal Special Issues Coordinator or by the potential guest editor/researchers themselves suggesting a theme;
  • After this informal contact, a more formal discussion takes place with the Special Issues Coordinator, where the appropriate protocols and information are established.
  • The Guest Editors will usually be located in different countries and it is also usual for contributing authors to reflect the world-wide scope of EECERA. The EECERJ Editorial Board has imposed a maximum of three co-editors for Special Issues.
  • The Guest Editor(s) then needs to locate potential contributors and obtain abstracts of their proposed papers (about 150-200 words for ten papers). These abstracts should be approved firstly by the invited editors and then by the EECER Journal Special Issue Coordinator. All contributors need to be aware of the ‘Notes for Contributors’ to the EECER Journal. The proposal is synthesised in an online web pro-forma established by the Board.
  • Using the completed pro-forma, the Special Themes Coordinator now seeks formal approval of the EECERA Board of Trustees for the Special Issue and notifies the guest editors of their decision.
  • If successful, the guest editors then should support the development of the articles and maintain contact with the EECERJ Board through the Special Issues Coordinator.
  • The Special Issue Editors’ responsibilities are to act as Editors for all the papers in the Issue by ensuring that a wide range of interesting, cutting-edge perspectives are included whilst retaining a well thought out coherency to the overall Issue. The Editors actively support their authors with a range of strategies, such as proof reading their documents or offering suggestions for improving quality, or conceptual underpinning and, importantly, by ensuring deadlines are met.
  • Where an article does not reach the necessary quality, at this pre-review stage, the invited editor should speak openly with the author.
  • When this initial process is complete, the guest editorial and the ten articles are submitted by the authors using Taylor and Francis’ on-line, blind review process (http://mc.manuscriptcentral.com/recr).
  • As required by a journal of EECERJ’s SSCI standing, the formal peer review process by EECERJ referees now begins. Individual contributors will receive a rating for their paper (‘accept’, ‘accept with minor revisions’, or ‘reject’). In response to this grading, Editors will need to support their collaborators through this process if their authors’ papers require further improvement and they may even have to recruit additional contributors if a paper is rejected.
  • The total procedure from on-line submission to publication can take 8- 10 months.

Special Issues of EECERJ

Volume 31 Issue 1: The inclusion of children with disabilities in early childhood education: interdisciplinary research and dialogue
Guest Editors: Simoni Symeonidou, Eleni Loizou & Susan Recchia

Volume 30 Issue 2: Pedagogical Documentation
Guest Editors: Alma Fleet & Ines Machado

Volume 30 Issue 1: Eliciting the voice of children from Birth to Seven
Guest Editors: Kate Wall & Carol Robinson

Volume 29 Issue 3: Multilingual Childhoods
Guest Editors: Gunhild Tomter Alstad & Sandie Mourão

Volume 29 Issue 1: Plural Narratives about COVID–19 and Early Childhood
Guest Editors: Tony Bertram & Chris Pascal

Volume 28 Issue 2: Digital Childhoods, Multimodality and STEM
Guest Editors: Sarika Kewalramani, Lorna Arnott & Maria Dardanou

Volume 28 Issue 1: Children and families with migrant/refugee background in ECEC services
Guest Editors: Chiara Bove & Nima Sharmahd

Volume 27 Issue 3: Participatory Pedagogies
Guest Editors: Joana de Sousa, Eleni Loizou & Paulo Fochi

Volume 26 Issue 4: Innovative Approaches in Early Childhood Mathematics
Guest Editors: Oliver Thiel and Bob Perry

Volume 26 Issue 2: Working with Parents and Families
Guest Editors: Ute Ward and Bob Perry

Volume 25 Issue 2: Perspectives from Children on the Margins
Guest Editors: Jane Murray and Colette Gray

Volume 23 Issue 3: Gender Balance in the ECEC Workforce
Guest Editors: Tim Rohrmann and Kari Emilsen

Volume 22 Issue 3: Disadvantage and Social Justice
Guest Editor: John Bennett

Volume 21 Issue 2: Promoting Play for a better Future
Guest Editors: Elly Singer, Bert van Oers and Maritta Hännikäinen

Volume 20 Issue 4: Praxeological Research in Early Childhood: A contribution to a social science of the social
Guest Editors: Júlia Oliveira-Formosinho and João Formosinho

Volume 19 Issue 3: Children’s Perspectives and participation in research
Guest Editors: Deborah Hartcourt and Johanna Einarsdottir

Volume 19 Issue 2: Birth to Three
Guest Editors: Sylvie Rayna and Ferre Leavers

Volume 18 Issue 4: Outdoor play and learning
Guest Editors: Tim Waller, Ellen Beate H. Sandseter, Shirley Wyver, Eva Arlemalm-Hagser and Trisha Maynard

Volume 17 Issue 2: Children’s and Parents’ Perspectives on diversity in early childhood education
Guest Editors: Michel Vandenbroeck

Volume 16 Issue 2: Professionalism in Early Childhood Education and Care
Guest Editors: Mathias Urban and Carmen Dalli

Volume 16 Issue 1: Leadership & Management
Guest Editors: Margy Whalley, Karen John and Joao Formosinho

Volume 11 Issue 1: Transitions
Guest Editors: Aline-Wendy Dunlop & Hilary Fabian

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