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 child care.
Child care environments have received research attention by those interested in understanding how participating in nonparental childcare might influence the children's development and learning. Throughout the United States (US Census Bureau, 2011) and Europe (Organization for Economic Co-operation and Development, 2006) a large number of young children are cared for outside of their home by non-parental adults. Young children’s nonparental care is commonly referred to as "childcare,” and is provided to children whose ages range from birth to 12 years of age. The provision of childcare services has become an increasingly important part of early childhood education. Childcare arrangements include center care, family day care, in-home care, relative care, and supplemental care. Childcare researchers have been conducting studies to understand how participating in nonparental child care might influence the children's development and learning outcomes. According to Carollee Howes, a distinguished researcher in childcare, there are more than enough childcare studies that help researchers make numerous major inferences. For example, she has found in her research that childcare quality seems to be more influential than either kind of childcare or age of admission in determining the children’s development. The adults’ type of care affects the quality in child care. In the environment adults have the opportunity to effectively assume both nurturing and instructional functions to help young children cultivate their social and cognitive abilities. The teachers’ effectiveness is related to their individual characteristics, such as formal education, specialized training, and the classroom environment. However, the majority of the studies show that both family and quality of child care have the most significant effects on the children’s development and learning. Childcare researchers and scholars are invited to review, critically analyze, discuss, and submit a manuscript for the volume titled, Contemporary Perspectives on Research on Child Care in Early Childhood Education.
The concept of childcare 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 childcare 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 childcare, its historical roots, the role of childcare 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 September 1, 2019. 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 enquiries
contact Olivia Saracho at: firstname.lastname@example.org
Contemporary Perspectives on Research on Child Development Laboratory Schools in Early Childhood Education2019
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