IAP BOOK SERIES
Contemporary Perspectives in Early Childhood Education
CALL FOR PAPERS
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 immigration.
Rationale
Immigration is when individuals leave their country of residency to permanently settle in a different country. According to the United Nations (UN) Department of Economic and Social Affairs, in 2017 an cumulative of 258 million persons were residents in a country that differed from their own. The September 11, 2001, terrorist attacks and the increase in prohibited immigration impelled the United States (US) to propose a number of immigration laws. In 2012, the US Department of Homeland Security (DHS) established the Deferred Action for Childhood Arrivals (DACA) policy, which allowed undocumented immigrants to work legally without being deported as long as they maintain a useful and lawful status. Approximately 800,000 immigrants attained DACA standing, permitting them to legally work and go to school in the US.
Furthermore, the immigration law of 1965 prompted an excessive entrance of multicultural immigrants to the United States which brought about a great representation of children who live with immigrant families. These children faced several environmental structures which were affected by changes and multiplicity in their family situations. Immigrant children attempted to understand a different culture, values, and emerging issues in relation to their assimilation paths.
The purpose of this volume is to offer a complete representation of the way immigrant children and families respond and develop in the US and Europe. It will extend current knowledge and reinforce contemporary frameworks that associate the cultural differences between immigrant families and teachers. In the classroom environment teachers have the opportunity to effectively assume both nurturing and instructional roles to aid young children to cultivate their social and cognitive abilities. The teachers’ personal characteristics, formal education, specialized training, and cultural knowledge may affect their effectiveness in the classroom environment. Most of the studies show that both family and teachers have the most significant effects on the children’s development and learning. Immigration researchers and scholars are invited to review, critically analyze, discuss, and submit a manuscript for the volume titled, Contemporary Perspectives on Research on Immigration in Early Childhood Education.
The concept of immigration has heavily influenced modern views in early childhood education. Researchers, scholars, and educators need to understand the current sources based on theoretical frameworks that contribute to the purposes of immigration in the United States and Europe. The contents of the volume need to reflect the major shifts in the views of early childhood researchers, scholars, and educators in relation to the research on immigration, its historical roots, the role of immigration in early childhood education, and its relationship to theory, research, and practice.
Submission of Manuscripts
Researchers and scholars who are experts in this area are encouraged to submit their manuscripts for peer review no later than December 1, 2021. Each paper should be no longer than 6000 words in length that include references, tables, diagrams and other pictorial material. Authors also need to include any necessary permissions. For publication guidelines and all other inquiries contact Olivia Saracho at: ons@umd.edu
BOOKS IN THIS SERIES
Contemporary Perspectives on Research on Immigration in Early Childhood Education
2023
Olivia Saracho, University of Maryland
Contemporary Perspectives on Research on Coronavirus Disease 2019 (COVID-19) in Early Childhood Education
2022
Olivia Saracho, University of Maryland
Contemporary Perspectives on Research on Child Care in Early Childhood Education
2021
Olivia Saracho, University of Maryland
Contemporary Perspectives on Research on Child Development Laboratory Schools in Early Childhood Education
2019
Olivia Saracho, University of Maryland
Contemporary Perspectives on Research in Motivation in Early Childhood Education
2019
Olivia Saracho, University of Maryland
Contemporary Perspectives on Research on Bullying and Victimization in Early Childhood Education
2016
Olivia Saracho, University of Maryland
Contemporary Perspectives on Research in Assessment and Evaluation in Early Childhood Education
2015
Olivia Saracho, University of Maryland
Handbook of Research Methods in Early Childhood Education - Volume 2
Review of Research Methodologies
2014Olivia Saracho, University of Maryland
Handbook of Research Methods in Early Childhood Education - Volume I
Research Methodologies
2014Olivia Saracho, University of Maryland
Contemporary Perspectives on Research in Theory of Mind in Early Childhood Education
2014
Olivia Saracho, University of Maryland
Bernard Spodek
Early Childhood Education Scholar, Researcher, and Teacher
2013Olivia Saracho, University of Maryland
Contemporary Perspectives on Research in Creativity in Early Childhood Education
2012
Olivia Saracho, University of Maryland
Contemporary Perspectives on Language and Cultural Diversity in Early Childhood Education
2010
Olivia Saracho, University of Maryland; Bernard Spodek, University of Illinois
Contemporary Perspectives on Mathematics in Early Childhood Education
2008
Olivia Saracho, University of Maryland; Bernard Spodek, University of Illinois
Contemporary Perspectives on Science and Technology in Early Childhood Education
2008
Olivia Saracho, University of Maryland; Bernard Spodek, University of Illinois
Contemporary Perspectives on Social Learning in Early Childhood Education
2007
Olivia Saracho, University of Maryland; Bernard Spodek, University of Illinois
Contemporary Perspectives on Socialization and Social Development in Early Childhood Education
2007
Olivia Saracho, University of Maryland; Bernard Spodek, University of Illinois
Contemporary Perspectives on Language Policy and Literacy Instruction in Early Childhood Education
2006
Olivia Saracho, University of Maryland; Bernard Spodek, University of Illinois
Contemporary Perspectives on Families, Communities and Schools for Young Children
2006
Olivia Saracho, University of Maryland; Bernard Spodek, University of Illinois
International Perspectives on Research in Early Childhood Education
2005
Olivia Saracho, University of Maryland; Bernard Spodek, University of Illinois
Studying Teachers in Early Childhood Settings
2003
Bernard Spodek, University of Illinois; Olivia Saracho, University of Maryland
Contemporary Perspectives on Play in Early Childhood Education
2003
Olivia Saracho, University of Maryland; Bernard Spodek, University of Illinois
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