Contemporary Perspectives in Early Childhood Education


Contemporary Perspectives in Early Childhood Education is a series that offers an integrated view of current knowledge within the various areas of early childhood education. Each volume in the series presents a scholarly and critical analysis of the review of research and theory related to some aspect of early childhood education. The topics to be covered in each volume are determined by which aspects of the field are considered particularly important in relation to current research and theory. The topic for the next volume is laboratory schools.

In 1894 John Dewey founded the University of Chicago Laboratory School. His laboratory school is unquestionably the most well-known of experimental schools. It was used to research, develop, and confirm innovative theories and principles of child development and education. Later at the beginning of the early 1900s, exemplary schools were developed as important centers for the preparation of teachers. Dewey’s laboratory school and the preparation of interns in a hospital were used as a model for laboratory schools to focus on methodical research, dual faculty university appointments, and the preparation of preservice teachers. During the initial half of the 20th century, laboratory schools increased in colleges and universities, especially between 1920 and 1940. University-based child development laboratory programs assumed a critical responsibility in contributing to the knowledge base on child development and early childhood education as well as the professional development of early childhood educators.

This concept of the laboratory school has heavily influenced modern views. Researchers and educators need to understand the current sources based on theoretical frameworks that contribute to the purposes of the laboratory schools. The contents of the volume need to reflect the major shifts in the views of early childhood researchers and educators in relation to the research on laboratory schools, the role of child development laboratory programs in early childhood education, and their relationship to theory, research, and practice.

Submission of Manuscripts
Scholars who are experts in this area are encouraged to submit their manuscripts for peer review no later than September 1. Each paper should be no longer than 6000 words in length to include references, tables, diagrams and other pictorial material. Authors also need to include any necessary permissions.

For publication guidelines and all other enquiries contact
Olivia Saracho at: ons@umd.edu